Discusses the importance of designing settings for children that encourage hands-on creativity through play. Suggests the designs are art forms requiring a participatory art teaching style. Describes the technique and provides proven design ideas. (CMK)

Offers suggestions for drawing attention to form and content in both introductory language courses and upper-division content courses. By implementing strategies for revising traditional speaking and writing tasks through "creative personalization," students can enhance critical thinking skills across the language/literature curriculum…

Surveys the sociolinguistic background to the recognition of Hong Kong English and considers the arguments in favor of a paradigm shift in approaches to these issues. Reviews the history of English in Hong Kong and language planning and language policies in the late colonial period. Makes the case for recognition of Hong Kong English with…

Explains that creating paper-pulp bowls is designed to acquaint students with the beginning vocabulary and finger dexterity needed to sculpt clay. Describes the process of making paper-pulp bowls and identifies important vocabulary words. Provides directions for making paper bowl forms and lists the materials. (CMK)

Expresses concern that instructors have become less creative and less skilled at eliciting student creativity as a result of proliferating planning processes and workshops. Gives new and startling descriptions of how life creates and develops more life. Asserts that instructors need clear intent in the classroom but should not always expect…

Suggests that to best appreciate technology, one should be able to leap between aesthetic and technological mindsets, between poetry and computers. Illustrates how the inevitable breakdowns in technologically-assisted learning can be used as opportunities to "flex one's creativity." (AEF)

Discusses the life and artwork of Jack Barker who became a folk artist after running a local gas station in Essex, Illinois. Explains that art educators view student interactions with folk artists like Barker as valuable because these artists embody a creative spirit and a thirst for knowledge about materials and processes. (CMK)

Describes a three-year study at an Italian secondary school that examined the role played by information and communication technologies (ICT) as cognitive tools. Discusses the theoretical context of creativity; integrating ICT into the curriculum; and scaffolding. (Author/LRW)

Describes "Snakes in the Grass," a weaving project used with special needs students. Discusses the preliminary skill-building activities used, the process for creating the students' individual snakes, and the preparation and process for how the students wove the snakes. (CMK)

Focuses on children as "wrapping artists," stating that a child's wrapping art includes elements of ritual: finding a special object, selecting and customizing the wrapper, and participating in the unwrapping event. Discusses surface decorating, the exploration of form through wrapping, and collecting wrapping-art. (CMK)

Provides an art project for use with eighth-grade students, who choose a work of art and recreate it in an interpretive and informative manner. Explains that students re-create the background of the artwork and then the students become a part of the painting via characters or objects. (CMK)

Describes how one teacher helped preschool children draw. Shows how she guided a 4-year-old to use stencils to draw fish independently, helped children use their knowledge of shapes to guide their drawing of animals, and guided children to draw what was important to them. Asserts that helping children to express their ideas independently in…

Draws on six instances in which students were engaged in improvisational musical composition with peers and/or a teacher in music classroom settings. Offers an analysis of the creative process and product. Discusses the findings and the role of shared understanding in empowering independent musical thinking. (CMK)

This article argues that any progress we have made in understanding creativity is being threatened by the increased emphasis on objective criteria of all aspects of learning. Indicators of creative potential are discussed, including originality and flexibility. Because creativity is often intrinsically motivated, the need for appropriate…

The distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education ( NACCCE, 1999), is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four…