A model of musical education for the musically gifted child is proposed. The nuclear model involves development of a nucleus of specific performance or creative talent as well as instruction in general musicianship, the arts as a whole, and general education.

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

The article discusses and reviews some of the literature pertaining to the maximization of the number of creative persons within a society and the cultural influences that might bring about such a result. (DLS)

The third in a series of six articles on the use of different models for developing creativity and instructional materials focuses on the sociodrama model. (SBH)

A checklist is presented for evaluating talent, giftedness, and creativity growth in students of all ages. Primarily intended as an aid to the individual, the checklist covers such areas as characteristics, achievement and intelligence test scores, grades, personal history, and experiential activities. (CL)

Suggests, that given the massive differences of personality types, it is difficult to generalize about methods of aesthetic education. The art of appreciation is a skill and teachers must teach it as such. It can be effectively cultivated by suitably guided familiarization with masterpieces of art within a continuous tradition. (Author/RK)

This study compared four groups of homosexuals and heterosexuals matched on age, educational level, and verbal intelligence on nine measures of creativity. Homosexuals were not found to be more creative. Presented at the American Psychological Association Convention, Montreal, 1973. (Author)

Explores the creative process in writing "close to the bone" by examining the origin and development of stories in Eric Carle's book Flora and Tiger. Discusses the use of autobiography, voice, detail, subconscious, and the roles of freedom and discipline in storytelling. Includes a selected bibliography of Eric Carle's picture books.…

Uses concepts of creativity, transformative learning, imagination, and dialog to explore hidden patterns affecting the inability to write. Describes the use of reflection and imagery to make meaning of experience and unblock writing processes. (SK)

This paper views creativity as the combination of the conditions of interaction and transformation-imagination-fantasy. These conditions operate together, simultaneously, in order to define the complex process of creativity. (DB)

Defines and describes entrepreneurial creativity, which is the generation and implementation of novel, appropriate ideas to establish a new venture. Discusses the need for motivational synergy, which results when strong levels of personal interest and involvement are combined with the promise of rewards that confirm competence. (Author/CR)

Explains that "counter-text" describes the results of a period of independent dramaturgical research and development and the contribution this makes to a theatrical production. Contends that the counter-text presents an alternative site of authority in performance. Describes the uses of research on a production of Iizuka's…

Characterizes dramaturgy as where an artist conceives and germinates individualized artistic processes to facilitate and instigate the transmission of creativity. Explains a process, which can be used to create a new work or analyze existing plays that begins with a detailed examination of the Four Elements--Air, Earth, Water, and Fire. Notes that…

Describes projects as an excellent method for increasing student learning and interest in industrial technology education and examines its evolution. Suggests that projects encourage creativity and give students a sense of accomplishment, pride, and self-worth. (JOW)