Lists a number of people who were creative and some who were not. Their example may serve as a guide for students involved in creative effort. (RK)

This paper broadly summarizes research conclusions on the following aspects of creativity: characteristics of the creative behavior of preschool children; specific thinking abilities that account for differences in the degree of creativity from one person to another (fluency, flexibility, originality, and elaboration); general conditions under…

The predictive validity of original thinking, as measured by two subtests of the Wechsler Intelligence Scale for Children, to the performance of real-world creative activities (in such domains as art, drama, sport, music, and dance) was examined in 60 second-graders. Original thinking was significantly related to creative performance but not to…

Defining creativity as a process that draws upon talents, education, skills, thinking and working styles, and inherent intelligence, and pinpointing motivation as the single most important ingredient in the creativity recipe, this book provides dozens of concrete, hands-on exercises and techniques that can help a parent or teacher keep creativity…

This study designed an instrument which would illuminate that atmosphere which is most favorable to the creative process. Analysis of classroom verbal interaction was executed from tape recordings of 44 science sessions, representing 11 fifth grade science classes from five widely separated and diversified schools in the Houston area. A 42-item…

Each spring, the Friends of the Library of the University of Waterloo Library invite the campus community to join in an event celebrating the creative process. The event reflects the day-to-day work of the library staff: bringing together information from a diverse range of disciplines for the purpose of creating new knowledge. This book includes…

Discusses various attributes of and factors related to creative problem solving. These include sensitivity to problems, fluency, flexibility, originality, curiosity, feelings and the unconscious, motivation, freedom from fear of failure, persistence, and concentration. (JN)

Studies of creativity have generally dealt with the creative act, typically defined as the statistically infrequent approach to problem solving. A study was conducted to determine whether a relationship exists between problem discovery and originality of the written product, and whether problem-finding behavior may be observed in student writers.…

This study evaluates a creativity program for elementary school teachers and children. A total of 687 fourth and fifth grade students and 27 teachers from four public schools in New York City were participants in either the experimental or control groups. The experimental teachers attended a 27 week in-service training program designed to assist…

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…

Irving Taylor's paper formulates a theory of creativity which emphasizes the alteration of the environment in accordance with personal patterns of perception. The necessary components are elaborated: (1) an explanatory statement of motivation in creativity; (2) a delineation of the forms creativity can take; (3) an identification and…

A Creativity Night Festival encourages parents, teachers, and the public to explore a variety of techniques and activities that foster creative thinking and expression. Participants rotate among 20-minute sessions which actively involve them in the creative process. Twenty-one ideas are offered as creative opportunities for the sessions. (JDD)

Encourages child care professionals to encourage creativity in all aspects of their programs including: (1) passion in pursuit of ideas and in hiring staff; (2) nurturing relationships; (3) good role modeling; (4) making the space and time for goal development; (5) focus on values; (6) time for play; and (7) maintaining a balanced life. (SD)