Discusses the use of the term "creativity" in television and how it functions within the technical, economic, and organizational framework of the industry. Three common uses are identified: the creative writer of a script; the originator or producer; the director or middle-level personnel who may exercise "creative freedom."…

Explores the extent to which technology has affected creation and production in modern poetry and concludes that originality of expression has not been lost in the medium of newsprint or advertising text. (DF)

A variety of practical techniques and suggestions for fostering creative writing in the classroom. (CS)

Describes the outcomes from a poetry workshop for teachers, showing how teaching poetry helped the instructor's writing of poetry. Encourages teachers to become more interested in their own writing. (RL)

This book, a project of the Montana Arts Council Poets and Writers in the School program, is a collection of poems written by students in elementary and secondary schools of Montana. In addition to the poems, the book contains an essay on motivating and guiding students to write creatively, a list of resources for creative-writing teachers, an…

The creative process and developmental stages of writing Haiku are illustrated with examples in the theme areas of beauty, humor, desolation, and companionship. Also noted are the use of rhyming, alliteration, personification, and action, along with the value of poetry writing in learning self-discipline and achieving a healthy mental state. (JDD)

Explains and describes a creative cycle by which the child is first stimulated to creative expression and secondly guided by the teacher to communicate that expression. (MM)

Lists and discusses factors that contribute to creativity theory, such as analogy, archetypes, symbols, conditions that foster creativity, and syntactic fluency. (RL)

The principles used by Tim Gallwey in his books "The Inner Game of Tennis" and "Inner Tennis" can be applied to the teaching and learning of writing. The objective is to overcome mental obstacles which our conscious ego puts in the way of our creative self. Such obstacles as fear, lack of self-confidence, lack of concentration, trying too hard,…

IN CREATIVE WRITING, UNLIKE IN FORMAL COMPOSITION, STUDENTS CHOOSE THEIR OWN FORMS AND MATERIALS TO EXPRESS THEIR THOUGHTS AND FEELINGS. SUCH AN OBJECTIVE DEMANDS A CLASSROOM ATMOSPHERE IN WHICH STUDENTS CAN EXPRESS THEMSELVES FREELY AND CONFIDENTLY WITHOUT FEAR OF HARSH NEGATIVE CRITICISM. IN ADDITION TO WRITING EXTENSIVELY, STUDENTS CAN BE AIDED…

Analyzes a Henry James short story and his notes on the process used to create it and then, as an aid for students in creative writing courses, formulates a scheme describing the creative process used for developing a written work. (TO)

CREATIVE WRITING SHOULD BE GROUNDED IN THE EXPERIENCES OF THE WRITER. THUS, IN TEACHING CREATIVE WRITING, THE TEACHER MUST REALIZE (1) THAT HE IS NOT ABLE TO TEACH CREATIVITY, (2) THAT CREATIVITY IS NOT RESERVED FOR THE INTELLECTUALLY GIFTED, (3) THAT THE STARTING POINT FOR CREATIVE WRITING IS THE INDIVIDUAL'S EXPERIENCE, (4) THAT WRITING IS…

Excerpts from the addresses of 14 symposium contributors are presented. Relevant to the theme "Reading and the Individual," the necessity for encouraging creativity in learning and in teaching was stressed in three articles, and the threat to the individual's freedoms posed by today's society was discussed in one article. Creativity in writing and…

Discusses research on verbal creativity conducted in Rome, Italy, which analyzed 320 free compositions written by children between the ages of 8 and 11. (CFM)

A recent study (Shapiro & Shapiro, 1970) showed that fourth graders from an upper middle class background with varying degrees of intelligence, creativity, and language achievement could be taught to express themselves poetically. The present study was undertaken to replicate these results with children from less advantaged backgrounds. The two…