The primary concern of the English teacher should be to develop the unique potential every student has for imaginative thinking and creative expression. The ability to think creatively stimulates the student's intellectual curiosity, frees him from the rigidity of social class values, religious dogma, and historical precedent, and enables him to…

One hundred and thirty-eight undergraudate college males were administered individual and group measures of perceptual field-independence. Most of these subjects were also administered two measures of intelligence and a battery of tests of creativity. Comparisons were made of the creative test performance of three groups of 15 subjects each,…

In teaching students how to write, the utilitarian aspect does not need to be ignored, but--more important--the imaginative, expressive aspect should be emphasized. Since all writing depends on the full resources of the imagination, students need to be taught how to recreate or vivify people, objects, scenes, and feelings. A process which helps…

After an Open Admissions (OA) policy was established at Baruch college in New York City, heavy emphasis was placed on remedial English. This emphasis was unfortunate for creative students since it reduced all writing courses to a "utilitarian," pre-college level. OA students also need to develop their perceptions, imaginations, and…

This study explored the relationship of two distinctive types of divergent cognitive styles, "cold" creativity and "hot" creativity, to academic overachievement. The "cold" divergent cognitive style was found to be a controlled, problem-solving approach to stimuli, whereas the "hot" divergent cognitive style was a freer, more impulsive response to…

Presented is the curriculum theory designed for 400 gifted boys and girls, from rising junior and senior classes in high school, who attend the 8-week summer Governor's School (GS) of North Carolina. The main aim of the GS is given to be inspiring and guiding future leaders by providing opportunities for special aptitude, general conceptual, and…

To analyze the use of metaphor in inducing innovative thinking in fourth grade children, two series of metaphorical activities were developed--the first asking children to compare given stimuli to a variety of other things, the second asking children to become other things (e.g., doorknobs). Oral and written responses were elicited from five…

External reinforcement paradigms are useful and necessary in a complete instructional system and external reinforcement is not antithetical to a belief in an intrinsic motivation hypothesis. Teacher training, parent education, and classroom management, as well as complex learning sequences, can be improved by the use of principles emerging from…

GRADES OR AGES: K-8, with emphasis on lower grades. SUBJECT MATTER: Creativity. ORGANIZATION AND PHYSICAL APPEARANCE: The greater part of the guide is concerned with the identification and encouragement of creativity. Chapter headings include: Definition of Creativity; The Creative Teacher; What Is the Creative Child Like?; How Can We Identify the…

Visual thinking is composed of three activities: idea-sketching, seeing, and imagining. This book suggests ways that people whose usual way of thinking is in words can turn to a new mode of thinking; preparations for it, including materials, environmental conditions, and an inner state of relaxed awareness; seeing; imagining; and idea-sketching…

This volume, the final one in the series, presents about 400 ideas which teachers can use to teach creative thinking. The ideas are classified according to teacher behavior (strategies or modes of teaching) and by types of pupil behavior, as described in the rationale for the cognitive-affective instructional (CAI) model presented in volume 2. The…

A model's influence on the creative behavior of 120 fifth-grade children was studied in four variations. Separate groups observed a model who was either high or low in the fluency or flexibility creativity dimensions. Multivariate procedures were used to assess treatment effects upon children's fluency and flexibility measures collected on…

To appraise the value of a creative dramatics program in a public library setting was the purpose of this study. Nine public library branches comprised the setting for the experiment. At each branch there were three units: (1) creative dramatics, (2) storytelling, and (3) library usage. Storytelling and library usage were the control group. Pre…

The author summarizes the results of 133 studies designed to test approaches to teaching children to think creatively. While acknowledging criticisms that most of the studies use performances on tests of creative thinking and other creative school performances as criteria, he contends that the evidence which they provide can be extremely useful to…

The essays in this volume deal with the relationship of the computer and the arts, especially the exploration and demonstration of connections between creativity and technology, the links between scientific or mathematical approaches, intuitions, and the more irrational and oblique urges associated with the making of music, art, and poetry. The…