Twelve modules are presented for the education of gifted and talented students. Modules include a brief introduction; list of objectives; overview of the content; and suggestions for core, application, and quest (further study) activities. The modules focus on the following topics: definitions of giftedness; history of their educational treatment;…

Development of problem-solving and creative thinking ability was examined through administration of experimental tasks to 240 gifted children (grade 2 to grade 6). Different patterns of development were noted: problem-solving skills grew steadily from grade 2 through grade 6; while creative thinking increased from grade 2 through grade 4, with no…

This guide to creative movement, relevant to all age groups, opens with a discussion of historical and present trends in movement and dance. Chapters treat (a) the body--body awareness, body activities, and relationships; (b) principles of movement--space, force, time, dynamics, and fluency; (c) topics within the sphere of movement, from the world…

To determine if creative behavior could be developed in adolescents, a longitudinal (three year) evaluation of the Living Arts Program (held in the Dayton, Ohio schools) was conducted. An experimental group of 188 eighth, ninth, and tenth graders and a matched control group were compared with analysis by sex. The experimental group had the…

The goals of this project were to create a learning environment where the individual talents of each student and staff member could be optimally utilized. Seven specific objectives were a) more flexible space utilization, b) an increase in staff experimentation with different teaching techniques, c) increased process orientation of instructional…

Reported was the 3-year longitudinal study on the influence of a living arts center of a public school system on the development of creative behavior in adolescents. Both experimental and control groups (adolescents in grades seven through 10) of 188 each were divided into high, middle, and low creative groups based on test scores from a…

THE EXTENT THAT AUTOINSTRUCTIONAL AIDS CAN BE APPLIED TO THE INSTRUCTIONAL SETTING TO (1) PROVIDE FOR DELIBERATE DEVELOPMENT OF STUDENTS' CREATIVE BEHAVIOR AND (2) ASSURE MASTERY OF SUBJECT MATTER AT THE SAME TIME WAS THE SUBJECT OF THIS STUDY. THE STUDY POPULATION CONSISTED OF HIGH SCHOOL SENIORS WHO INTENDED TO CONTINUE THEIR FORMAL EDUCATION…

This study evaluated the hypothesis that affective components of creativity (attitudes, values, interest, motivations) may be strengthened in a university creativity course. A two-group, two-test design was used. For each class, the after-training creativity test scores were significantly higher than the before-training scores of the other class.…

Discusses creative processes in science regarding: (1) the personal quality of creativity; (2) how to teach creative science; (3) communication of scientific creativity; and (4) reward system of scientific creativity. (HM)

The course Introduction to Technology (Quebec Department of Education) allows a student to increase his creative processes while increasing his technological awareness. This awareness is developed by the construction of a prototype which arises out of substantive technical information and a perceived personal need relative to a particular theme.…

Offered are guidelines for the utilization of community resources to encourage scientific creativity. (DB)

The multiple talent approach to learning features a double curriculum in which talents and knowledge are both stressed. Program efforts and research are cited to suggest the importance of incorporating such an approach into gifted and talented programing. (CL)

Since evidence indicates that the potential for play must be developed in a child, just as the potential for thinking, it is important that teachers be aware of the need to provide a climate which is conducive to imaginative play. This article suggests steps to be taken in creating such a climate. (Author/NQ)

This brochure, developed by a manufacturer of wooden blocks and trains, offers advice on the selection and use of toy blocks with children. The guide asserts that blocks, while often thought of as the most simple of toys, have great strength as creativity builders. Topics discussed in the brochure include: "Why We Want Our Children to…

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…