Exercises are described to help junior high students understand the scope of non-fiction creative expository writing. The communication of attitude and context through language is demonstrated by an exercise based on "Zen and the Art of Motorcycle Maintenance." (CL)

Presents a model for the teaching of a creativity component in an advertising course. (HOD)

Olympics of the Mind, designed for highly creative K through 12 students, uses the basic elements (defined population, identification procedures, teacher training, student instruction, and problem evaluation) of a varsity sports model. (SB)

To introduce right brain activities into the elementary school curriculum, science activities were generated for gifted children in which every item for investigation was made from a three-by-five card. Three major steps were repeated in developing activities: copying materials, adapting materials, and inventing materials. (SW)

Parents are given suggestions of home activities to stimulate their preschool child who may be exceptionally bright, creatively gifted, advanced in reading or advanced in math. It is recommended that parents use these activities in spontaneous play situations. (CL)

Argues that reinstituting humanities programs in the public schools can help prepare students to cope with a complex world. (FL)

Creative training and development of creative problem-solving skills for employees is vital if a business is to grow and flourish in the 80s. Trainers should allow course participants to learn creative problem solving as well as permit training to be the catalyst for changing employee attitudes. (JOW)

Discusses why junior high school students like comic books and examines how comic book art and visual narrative can be used in education. Copying comic book art can teach students several useful art techniques. Suggestions for using visual narratives to study science fiction, literature, folklore, and art history are included. (AM)

Examines methods of injecting creativity into the business education class: motivating the student, explaining basic principles, and supervising a practice session. (CT)

The author describes three techniques for developing conscious awareness of the responses and behaviors of the right parietal lobe through describing a right brain related impression aloud in sensory image terms of color, shape, and texture. (CL)

Briefly described are the use of three games to develop creative thinking skills at the third grade and college levels. The games are part of the "Think Links" series based on Edward De Bono's Thinking Skill Model. (DB)

The winner of the 1981 John Newbery Medal discusses her efforts in writing the award winning children's book, "Jacob Have I Loved." (AEA)

The author offers an instructional model to enhance the chances that incubation will occur in creative problem solving. Note: For related information, see EC 120 232-238. (CL)

Some Japanese cultural characteristics that foster creativity, giftedness, and achievement are examined: and based on these, eight specific suggestions are offered that might be useful in solving some of America's national problems of underachievement, particularly among gifted and talented children. (DLS)

Argues that, in understanding creativity and the process of composing, it is helpful to think in terms of the metaphysical concept and while polar opposites appear to be contradictory, they are part of the same whole. Suggests some polarities that help in understanding the creative process in writing. (TJ)