"Engaging Imagination in Ecological Education" illustrates how to connect students to the natural world and encourage them to care about a more sustainable, ecologically secure planet. Cultivating ecological understanding can be more challenging for teachers than simply imparting knowledge of ecological issues; it requires reimagining…

Orators of folk literature and nursery rhymes entertain, inform, and persuade their audiences through the straightforward plots in those genres. Because nursery rhymes recitations usually happen in groups, they help children acquire the mechanics of oral communication and promote communal bonding. Although nursery rhymes have a simpler form than…

Art educators are concerned with exposing their students to contemporary art making practices. They aim to create fresh lessons that expand their understandings of art in today's world while highlighting the importance of imagination. With a personal interest in performance and street art (art forms that have gained popularity in recent years),…

This article invites teachers to let their students' imaginations soar as they become part of a team that will design a whole new kind of living technological museum, a facility that celebrates the world of infrastructure. In this activity, a new two-story building will be built, occupying a vacant corner parcel of land, approximately 150…

By encouraging students to use their minds in new ways, consciousness education enhances awareness and creativity. Examples include using guided cognitive imagery to introduce new material and using dreams for introducing students to poetry. (Author/MLF)

The article describes exercises in drama and creative writing to broaden the imaginations of visually handicapped children through stories and poems with a nonvisual imagery. Examples of stories and poems written specifically for the visually handicapped are included. (Author/CL)

Describes a particular method for visualizing and presents related classroom art activities requiring careful observation of an external reality and the embellishment of it through purposeful imagination. (Author/SJL)

Outlines "The Imagination Station," a project which develops, implements, and evaluates an early drama curriculum for children ages three to five and an imaginative play skills building program for preschool teachers. Examines how a project such as "The Imagination Station" could serve as a means for educating teachers. (PM)

Reveals ways to help students learn that writing can be similar to play, in that they can use their imaginations to create new settings and even new worlds. Suggests using toys, imaginary trips, and including friends in stories as inspiration for writing. (SKC)

Presents a series of exercises that can be used with any age level to stimulate visioning skills (e.g., dreaming, creating, intuiting, and imaging). The exercises focus on building imagination skills, guided imaging, envisioning the future that students would prefer, and creating a futures wheel. (DMM)

Describes the development of a program that used fantasy characters and images to improve the spelling of children. (FL)

Uses materials from the ERIC system to suggest ideas for a more imaginative use of language in the classroom and provides examples of how to accomplish this. (DD)

Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)

Discusses the experiences of students as they try to turn pictures in their head into poetry. Describes how the poetry of popular music can provide stimulus for student poetry. (HTH)

The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)