The article focuses on research on improving creativity, including early efforts to enhance, operationalize, and define creativity. Studies dealing with behavioral management of creativity are discussed, as are those concerning the effects of self-statements and cognition. (CL)

Adapting the cognitive behavior modification work of Bandura and Mahoney, the author suggests a "mediational approach" to teaching creativity in the art classroom; here the desired behavior is modeled, guided experience is offered for practice, then reward in the form of approval is given for successful completion of the event. (Editor/SJL)