The author discusses how theory and practical action work together to maintain teachers' professional vitality. She examines the current concern with models and their influence on perception of reality. The author states that good paradigms bring more precision to professional practice, allow more accurate predictions, or provide for the…

Discusses problems in evaluating artistic ability, changing views on the appropriate content and methods for art education, and new research that reveals relationships between artistic and other intellectual abilities; briefly notes several studies on art programs for the gifted and talented. (MCG)

Presents a series of exercises that can be used with any age level to stimulate visioning skills (e.g., dreaming, creating, intuiting, and imaging). The exercises focus on building imagination skills, guided imaging, envisioning the future that students would prefer, and creating a futures wheel. (DMM)

Argues that teaching for poetic thought develops not only poets and lovers of poetry, but also readers, dreamers, and doers. Offers suggestions on how it is done.(FL)

Five reasons art education is important for all students are discussed. They are: (1) art as basic education, (2) creativity, (3) aesthetic experience, (4) art appreciation, and (5) historical understanding. (RM)

The article examines problems associated with the design of identification studies and suggests three alternative designs: performance criteria in academic mastery in a domain specific area, creative productivity in domain specific or interdisciplinary areas, and long-range creative productivity. (CL)

An interdisciplinary project for secondary level mainstreamed hearing impaired students employed photography, word processing, journalism, and graphic arts to promote independent creativity. Academic skills were taught or remediated via this approach, which was motivating to the students. (CL)

Techniques that a social studies teacher can use to help students develop imagination, understanding, and divergent thinking are discussed. Also examined are meanings attached to the creative process and traits of creative people. (RM)

Provides a definition for creativity and illustrates it with examples from the history of science. Also indicates how the definition suggests some possibly useful procedures for educating creative scientists and engineers. (JN)

Investigated systematic problem solving with 52 elementary school students. The experimental group (N=26) received Galvin Alternative Intervention Network (GAIN) training. Results indicated the GAIN program was effective in facilitating problem solving. Students' responses were unique and constituted creative behavior. (JAC)

Suggests that women today face a dilemma in creativity: that by choosing one form of creativity (family or direct production), the need for a career will be left unsatisfied. If she chooses both, she feels guilt at doing an inadequate job with either form of creativity. (JAC)

Ideas for teaching children about creativity and its importance are offered in this article. Ingredients for developing creativity skills are presented and suggested projects are discussed. (DF)

There exists a social and educational bias against "practical" activities, and a corresponding snobbery that values theoretical, mainly linguistic intelligence. These misconceptions derive from a misunderstanding of Aristotelian ideas regarding creativity and rationality. (GC)

Describes seven stages in the poet's life--three periods of great creativity in childhood, early middle age, and ripe maturity and four transitional periods marked by confusion and depression. (MM)

Through play, children draw ideas from their own experiences and create exciting works of art. Materials and methods that can be used in the classroom to help children play are described. (CS)