The multi-dimensional thinking involved in harmonic and temporal concepts of music touch the most basic structures of the mind. Those who do not accept music as a basic in education do not understand that the study of music fulfills the intellectual needs that are being sought elsewhere in education. (Author/KM)

In an interview author Howard Gardner explains how Harvard Project Zero developed assessment techniques for the arts. The program links production of art to perception and reflection. (MD)

The paper discusses creativity and the creative process, cites current methods used to improve creativity in the workplace, and explains the concept of values and value systems as they relate to creativity. Values and value systems are defined; and their source, their nature and functions, and their measurement are outlined. (JDD)

A study of 33 children demonstrated that original thinking, the ability to generate unusual ideas, is relatively stable between ages 4 and 7 or 8. Original thinking was shown to be distinct from intelligence. An earlier study was replicated that found an order effect with popular responses occurring early and original responses later. (Author/VW)

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)