Eliciting creativity in every student in the classroom can be a realistic goal for classroom teachers. The teaching of creativity embraces form and structure as well as freedom of thought and expression. It is very appropriate to provide the student with an imaginative and creative impetus with which he/she cannot only create or establish the frame for his/her own life, but supply the tools for the painting of the picture of life. Spontaneous art can be used to activate the imagination--there are no rules and there is no instruction. Risk-taking is a very important factor in order to develop cognitive skills. Divergent thinking skills, where the child can develop different avenues of learning, becomes a supportive factor in teaching the creative child. Creative drama in the classroom can be a useful tool in developing creativity and imagination. Visualizing and imaging are used almost simultaneously while various exercises are used. The difficulty, however, of allowing the creative mind to grow and develop in a world where values are very linear has posed problems for years. The paradox lies somewhere in the process where the rules are so strict that children replace their creativity for social acceptance. (Contains 14 references.) (NKA)