Research based effectiveness information is given for the following major instructional materials: Purdue Creative Thinking Program, Productive Thinking Program, Creative Problem Solving Program, Creative Studies Project, Imigi/Craft Series, Thinking Creatively, New Directions in Creativity, and the Peabody Language Development Kits. (DB)

Conditions which call for the discovery of a problem were introduced to fifth graders in a divergent thinking exercise. Significant relationships were found between responses to personal drawings and creative attitudes and values, but not intelligence. Findings indicate that freedom to discover and solve problems appears to be the primary…

The author presents evidence that supports the argument for the validity of right brain-left brain theories. Discusses the brain's "sense of the future," what the brain does with new information, and altering the brain's ability to process change. A bibliography of further readings is included. (CT)

Competitions at one high school are described: they try to attract as many participants as possible, not just excellent students. In one type, creativity is stressed; another is a tournament; a third involves problem solving activities. Examples are included. (MNS)

The author argues that communication is not only a means of informing but also a means of creating. He gives some examples of this. These include transmission, reciprocity, intersubjectivity, and internal dialogue. The educational implications of each are touched on briefly. (Author/CT)

Art students must know and understand the media with which they are working. Techniques used to help junior high school students gain mastery of art materials are discussed. With control of the materials anything is possible, including creativity. (RM)

The author describes ways in which the arts can facilitate small group and classroom counseling for gifted students. Basic components of the guidance function are identified and five principles discussed, including an emphasis on individual behavioral processes and an orientation toward cooperation rather than compulsion. (CL)

This interview with David Perkins, codirector of Harvard's Project Zero and author of "The Mind's Best Work," focuses on the links between creative and critical thinking styles. Exercises in Venezuela's Project Intelligence are also discussed, along with possible curricular approaches to teaching skills. (11 references) (MLH)

Presents a series of classroom exercises and activities that stimulate children's creativity through the use of visualization. Discusses procedures for guided imagery and offers some examples of "trips" to imaginary places. Proposes visualization as a warm-up exercise before art lessons. (DR)

Suggests the present vogue for poetry competition belongs to a widespread corruption of the Arts. (HOD)

Draws examples of creative problem solving from the negotiations by delegations from Egypt, Israel, and the United States at Camp David in 1978. Uses Bales's "Field Diagrams" to show the relationships of the participants. Uses Taylor's five levels of creativity to rate decisions. (BH)

To examine the relationship among cognitive styles/development variables and creativity, 84 college students participated in a battery of tests. Results of both canonical correlation analysis and discriminant function analysis offered reasonable confirmation that creativity is facilitated by mobile (vs. fixed), field independent (vs. field…

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)

Explores the extent to which technology has affected creation and production in modern poetry and concludes that originality of expression has not been lost in the medium of newsprint or advertising text. (DF)

John Heiss, a teacher and composer, describes how he came to write "Songs of Nature," a song cycle with text by nineteenth-century American poets. Heiss believes that, though a composer must know his craft, there should be room for intuition and the emotions in the creative process. (CS)