The nine articles in this monograph deal with aesthetics from a broad-based approach appealing to an eclectic dance audience. The papers were written by dancers, dance philosophers, and physical educators. Two papers examine the role of the body as the dancers' aesthetic medium, including the use of yoga to increase body awareness. Other papers…

A careful balance between the free expression of ideas and the development of skills needed for clear and effective communication is obviously essential to a complete, well-integrated language arts program. (Author)

Edited version of a paper presented in the Education and Creativity Symposium at the congress of the Australian and New Zealand Association for the Advancement of Science (Adelaide, South Australia, August 1969). (Editor/SW)

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…

Describes Image-Making, a workshop in creative bookmaking based on a series of simple, carefully structured, parallel verbal and visual activities. Explains how each teacher and student designed and created an individual book (of his or her own poems and visual images) and a large communal book. (MG)

This retrospective compilation of speeches and ideas by Viktor Lowenfeld is representative of his work between the years 1946 to 1960 and reveals his concern with the importance of creativity in education. Nine chapters present Lowenfeld's thoughts: (1) "On the Significance of Individual Creative Expression"; (2) "On the Discrepancy…

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…

Twenty-two second grade children created musical compositions on an Orff xylophone during an eight-week period and produced accompanying written scores. Analysis showed that, over the period, children improved pattern recognition and increased use of melodic motives, and that writing the score did not inhibit the creative process. (JDD)

Identifies three developmental stages in children's use of art materials: exploration, intuitive design, and intended design. Discusses the importance of and reasons for fostering the creative processes in young children. (ED)

To develop an adequate methodology for helping children to express themselves poetically, two alternative programs for the teaching of poetry writing were developed. The "free" approach, which attempted to encourage the writing of poetry through exposure to "good" poetry, consisted of a series of poems arranged around selected elements of poetry…

Play teaches children about themselves and the world they live in, engaging them socially, physically, intellectually, and creatively. Parents must allow their children time to play; they must participate in the play to help their children learn and to foster a sense of intimacy. (SM)

This paper attempts to make explicit some assumptions about the creative abilities of people with developmental disabilities, and offers constructive strategies for replacing negative ideas and attitudes with positive attitudes. The paper points out that: a high degree of artistic ability can coexist with considerable impairments in other areas of…

The paucity of meaningful academic experiences for potentially or highly creative individuals prompted researchers and performing artists to meet and discuss the implications for creative opportunities in higher education. A truly creative person is thought to be independent, innovative, flexible, with a highly developed sense of the theoretical…