Problems arise when creativity is viewed in terms of personality or cognitive traits considered apart from products produced. The encouragement of high level achievement within particular disciplines and subject matter is suggested to develop creativity. (DF)

Findings from a meta-analysis of 46 studies on the effectivenss of creativity training revealed that the program with the most consistent impact on Torrance Test of Creative Thinking was the Osborne-Paines Creative Problem Solving program. Generally, verbal creativity appeared to be more affected by training than figural creativity. (CL)

The review of the literature cites approaches for enhancing the strengths of gifted disadvantaged youth through such "creative positives" as creative problem solving, art activities, dramatics and storytelling, and creative writing. (CL)

Discusses the purpose, goals and ambitions of school art programs. (GB)

Interviews the author of a program in the language arts which develops creativity. (RB)

Describes how disadvantaged children can be given a chance at academic success through development of their creative talents. (SP)

Described is an elective course in Creative Thinking in the Maple Heights, Ohio, school system. (MB)

Emphasizes the sense of immediacy which characterizes haiku and suggests a relationship between haiku and Zen philosophy. (RD)

Explains how children's imaginations develop. (SW)

Reading for primary level gifted children should provide for more appropriate experiences than by mere adaptations of the regular reading program. Early identification should be followed by small group instruction in which gifted students are encouraged to read widely, creatively, and critically. (CL)