Does a drawing embody the form and focus of what the artist actually sees, or instead, is it only after seeing the finished drawing that the artist knows the true meaning of his or her visual experience? It is the knowledge of the visual experience that drives the representation of it. Knowledge of the visual experience is present in varying…

The paper examines the early development of a highly talented child artist in light of three theories of graphic development in children: (1) drawing development is a search for increasingly satisfying solutions to graphic problems that proceeds along a stage-like path; (2) gifted children aspiring to be artists carefully imitate their culture's…

This article discusses the nature of creativity and the theory surrounding psychological investigation of creativity. Evidence is presented that people have individual styles of thinking (e.g., convergent and divergent) that are common to particular types of education. Methods and conditions that foster creativity are described. (Author)

Adding to the benefits of using metaphors as tools, "analoguing" (a method of analysis that focuses on metaphors for meanings in use and meanings of metaphors in use) helps avoid excessive categorization and separation by looking for unities and patterns in phenomena rather than for divisions. Six months of observation of patterns of…

Literary gaps were identified by Wolfgang Iser in 1974 as "vacant pages" that invite the reader to reflect and enter into the text thereby motivating students to experience the text as reality. Arthur Applebee, in 1979, identified three categories to distinguish children's types of interaction with stories: (1) the complexity of literary…

This Pennsylvania state curriculum guide provides a rationale and plan for the inclusion and role of arts education in a K-12 curriculum. Part 1, "Actions of the Arts Process," describes concepts related to the terms art, artists, and the arts process and suggests that students need to experience perceiving, responding, understanding, creating,…

The internationally accepted definition of gifted children includes a range of factors that contribute to giftedness, but makes no mention of the child's motivation, capacity for self-initiation, or ability to work independently. Using the current definition, schools and teachers remain bound to gifted identification based on academic achievement…

A study tested the general proposition that, although professors of education courses possess knowledge concerning the concepts of creativity, little of that knowledge is passed on to undergraduate students. Ten colleges and universities in Washington and Idaho with teacher education programs were selected for the study. A total of 62 teacher…

How to deal with the absence of creativity and critical thinking in the educational setting is discussed. All efforts to improve education will be futile if we don't take into account the absence of relationship among the participants and between the participants and the content of education. Relationship--i.e., connecting with others and with…

Information for this study was complied from teachers identified as creative to determine if, in their opinions, creativity can be developed or enhanced; and, if so, how it can be encouraged or developed in others. Subjects were 60 teachers seen as creative and interviewed by graduate students during the academic years of 1978-84. Teachers ranged…

A multimethod model of educating gifted and talented students was based on graduate students' study of 14 eminent self actualized individuals. Common environmental elements of these individuals were found in parent background, birth order, relationship with family, education, task commitment, personality traits, and interests. The model was…

THE OBJECTIVES WERE TO DETERMINE THE EFFECT OF TEACHERS' ATTITUDES TOWARD CREATIVE THINKING ON THEIR EVALUATIVE BEHAVIOR IN THE CLASSROOM AND ON THE CREATIVE THINKING OF THEIR PUPILS. FURTHER OBJECTIVES WERE TO ASCERTAIN THE EFFECTS OF VARIOUS KINDS OF EVALUATIVE COMMENTS ON THE IDEAS OFFERED BY STUDENTS, AND TO DETERMINE WHETHER OR NOT…

REINFORCEMENT CONCEPTS DERIVED LARGELY FROM RESEARCH OF SUBHUMAN SUBJECTS WERE TESTED FOR APPLICABILITY TO HUMAN-LEARNING SITUATIONS SIMILAR TO THOSE THAT OCCUR IN SCHOOLS. A SERIES OF EXPLORATORY STUDIES CONDUCTED IS DESCRIBED IN PART II OF THIS REPORT. IN PART III, TWO EXPERIMENTS CONDUCTED TO DETERMINE THE REINFORCING VALUE OF DIFFERENT STIMULI…

THIS PROJECT INVESTIGATED TWO PROBLEMS RELATED TO THE DEVELOPMENT OF CREATIVE THINKING ABILITIES AT THE FOURTH-GRADE LEVEL--(1) THE DIFFICULTIES TEACHERS EXPERIENCE IN ENCOURAGING AND GUIDING CREATIVE EXPERIENCES IN THE CLASSROOM AND RELATING THEM TO CURRICULAR CONTENT AND (2) THE DEVELOPMENT OF WAYS FOR COUNTERACTING THE NUMEROUS INFLUENCES WHICH…

The concept that each child has unique talents that can be developed through a school-based instructional program is the basis for the described project and accompanying guide book for teachers. A rationale for talent development and research findings on the topic are presented, as well as articles on multiple talent education and talent…