Creativity is an aspect of the human condition that eludes a common definition, description, and experience. When trying to make sense of creativity, some describe creative behavior while others describe creative products. There are those who are curious about the process of creativity and others who want to understand what inspires that process.…

The development of group creativity can be challenging for both young students and their teachers. This study examined the processes and learning outcomes of group creativity training from the perspectives of elementary school students and teachers while identifying critical factors that contributed to the success of the training. Data were…

The relationship between adolescent extra-curricular activities and choice of graduate-education field was examined among students from three fields of study, science (n = 12), art (n = 12), and education (n = 14), using qualitative and quantitative methods. Results of profile analysis indicated that the different majors participated in…

This article examines how arts-based informal learning spaces engage young people at the intersection of creativity and technology. We conducted case studies of four youth media arts organizations to understand how teaching is defined and realized in these contexts. We find that teaching is a distributed act that sits at the intersection of…

"Natural acceleration" happens through an internal fire that burns to learn and may transcend school boundaries. Based on their passionate interests and connections with a domain, children who hunger for domain understandings outside school curricula require different types of acceleration, motivated by these interests. The lifeworks,…

This article describes the introduction of creative movement activity in three Hong Kong kindergartens to promote children's creativity. The purposes of the study were to examine the effectiveness of creative movement activity in promoting children's creativity and teachers' perceptions of the activities. The movement activities were designed…

Mitchel Resnick is a researcher, inventor, and professor at MIT's Media Laboratory in Cambridge, MA, and the founder of the Lifelong Kindergarten Group at MIT. He is the lead innovator behind many cutting-edge learning technologies and projects for children, including the Computer Clubhouse, PicoCrickets, and the wildly successful consumer…

In this paper we argue that the processes of collaborative creativity are just as important within the sociocultural context of PhD supervisory practice, as they are in other organizational and educational settings. In order to test this claim a series of interviews with supervisors and students were undertaken to uncover the pedagogic processes…

Fifty young adults (and one 82-year-old) identified as creative by graduate students were interviewed. Content analysis was performed on information from the interviews, which usually addressed 10 questions on the individual's perceptions of creativity, interests, definition of creativity, creative processes, facilitating conditions, and obstacles…

Interpretive Structural Modeling (a decision-making methodology) and Nominal Group Technique were used to study the creative activities of five artists. The group interviews and discussions resulted in three models of creativity, all stressing the simultaneity and interdependence of various creative processes. (DB)

Two experiments examined the kinds of questions asked by male and female undergraduates identified as relatively creative and relatively noncreative. (CM)

As part of the first phase of a longitudinal study, interviews were conducted with nine high school seniors who had demonstrated high creative productivity while participating in an elementary Talented and Gifted program. Commonly experienced were a desire for creative outlets in high school, difficult junior high years, and constancy of…

This article shares critical reflections on cultivating community partnerships through arts education and provides an analytical framework for community building. It is argued that increasing access to arts education requires attention be paid not only to content issues in arts education, but, also, to holistic approaches that address the contexts…

Four artistic people of various ages were interviewed concerning their conscious and unconscious thought during creative activity, emotions which precipitated creative activity and intermingled with cognition, and intrinsic motivators and rewards. The interviews supported research regarding the internal forces of creativity. (Author/JDD)

Teaching for creativity in writing requires not only knowledge, skills and understanding, but the emotional capacity to tolerate uncertainty, take risks and engage artistically. This paper reflects upon one strand of a research project which is examining the relationship between teachers' development as writers at their own level and their…