It is frequently maintained that creativity involves flexibility, spontaneity, and divergent thinking. Contrary to this commonly held notion, rules play a central role in creativity. For example, in art most work is not revolutionary but rather takes place within a framework of rules dictated by a tradition, a school, or a style. Skills, too, are…

Most of this early childhood unit on toys provides suggestions for toy-making activities in the areas of art, games, music, science, math, creative dramatics, language arts, social studies, cooking and bulletin boards. It also suggests resources (such as field trips and persons with special knowledge of toys). Special emphasis is placed on…

Reports the outcome of a meeting in which 21 of the world's more prominent scientists and philosophers of science attempted to analyze the creative process in science and medicine and explore ways in which scientific creativity might be taught. (JR)

Discusses ways in which teachers can establish an atmosphere which will foster the creative use of language among their students. (PM)

Twelve divergent production tests were administered to two groups of adolescents with average Wechsler Intelligence Scale for Children (WISC) IQ's of 69.5 and 104.5. Six divergent production factors were extracted in each group and rotated to a target derived from Guilford's Structure of Intellect Model. The subnormal group fitted better to the…

Studies gifted fifth and sixth grade students to determine whether their scores differ on measures of verbal productivity after placement in three different programs. No significant differences were reported. (HMV)

Examines the hypothesis of general semantics that controlling language-influenced misconceptions and misperceptions of reality will enhance emotional and intellectual efficiency. (RB)

Examines the nature of science and art, and discusses the relationship between these two fields of creative human activity. (JR)

Publication of student writing motivates learning and creativity. (JH)

A description of a creativity workshop conducted for teacher interns at the University of Georgia. (HB)

Three conceptualizations of creativity, including a mental abilities approach, an ego-analytic levels analysis approach, and an attitudinal self-concept approach, were each translated into sets of self-statements which could be modeled and rehearsed. Subjects' self-reports indicated they felt more creative but this was not reflected in…

Several studies were conducted where subjects were not instructed to imitate models. Subjects viewing models exhibiting complex, flexible, divergent, or creative behavior tended to increase this behavior, while subjects watching rigid or convergent thinking models were less consistent. (Author/BJG)

Argues that compositions teachers need to develop an epistemology--as pragmatic as is possible--which asks how the composing process is an act of knowing. (R B)