The author compares and contrasts Art and Science as forms of human creativity and approaches to human experience. He considers their complementary roles in society. (SJL)

Reviews studies examining the relationship between IQ and creativity involving 6- to 13-year-old children. Discusses the effectiveness of creativity training programs. (Author/RH)

Results indicated that statistically significant but small relationships appear to exist between the areas of auditory and visual imagery vividness and the creativity components of elaboration and total creativity. (CL)

Reviews the value of art for both individuals and society, and maintains that the outcomes of art education demonstrate that art should be considered an educational essential. (Author/DB)

Stuart Rankin, Assistant Superintendent for Research, Planning, and Evaluation of the Detroit, Michigan, Public Schools, talks about creativity in educational planning. (Author/MLF)

Reports the findings of research that correlated the differentiation and association abilities of researchers in an industrial research and development firm and a chemical research company with their demonstrated scientific creativity to test a dual-nature theory of creativity. Author discusses the implications for developing creative work teams.…

Aspects covered include introducing the equipment, planning the movie, shooting the picture, editing the film, recording the sound track, and presenting the finished film to an audience. The steps involved in making an animated film are also outlined. (DLS)

Research on the relationship of cognitive processes and hemispheric specialization is reviewed. Considered are findings concerning dichotic listening, tachistoscopic image presentation, electroencephalographic responses, conjugate lateral eye movement, and creativity. (CL)

The general and creative characteristics of scientifically prone gifted youth are outlined and the importance of self concept and fostering scientific behaviors is stressed. Among characteristics identified are curiosity about what makes things work and fluency of thought. (PHR)

A comparison is drawn between acquiring linguistic skills and acquiring creativity. It is suggested that aesthetic values have to be taught, that literalism has an important function in artistic development, that media can help to control and direct a child's attention, and that formulas impart a necessary competence. (Author/KC)

Discusses the use of the term "creativity" in television and how it functions within the technical, economic, and organizational framework of the industry. Three common uses are identified: the creative writer of a script; the originator or producer; the director or middle-level personnel who may exercise "creative freedom."…

A significant relationship was found between changes in social emotional status and creativity. Creative and social-emotional changes occurred independently of most variables known about a child at the beginning of treatment. (Author)

The effectiveness of a gifted program emphasizing creativity with 91 gifted Ss (grades 3 to 6) was compared to a control program for 78 gifted age matched Ss. Experimental Ss made significantly higher scores on post-tests of figural, semantic, and symbolic creativity. (CL)

Introduces a revolving-door model for identifying and teaching the gifted that allows students to move into and out of special programs as the need arises. (Author/WD)

A comparison of bisensory media (such as audiovisual films and television) with unisensory media (such as auditory tapes and silent films) indicates that unisensory stimuli evoke more creative responses than do bisensory stimuli. (Author/IRT)