This study examined the creative process through insights offered by 25 artists and writers. The study concludes that the conception of the creative process as a transitional sphere is useful, but there also appear to be creators who mine internal, even autistic, territory and others whose creativity is energized by the external sociopolitical…

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)

This article addresses principles of Waldorf education and their applicability to the education of gifted students. The Waldorf curriculum emphasizes creativity in partnership with academics. Efficacy evidence for the Waldorf approach from Germany is offered as are results from a pilot study in Toronto in which Waldorf principles were used with…

This article compares Creative Problem Solving (CPS) to the investigative procedure of Type III enrichment in the Schoolwide Enrichment Model to show that the two models are complimentary. Training in and use of the CPS heuristic with Type III enrichment is offered as an integrated approach for authenticating problem-solving activity and enhancing…

This article examines the relationship of cognitive processing and creativity and argues that educational interventions contribute to the development of creative thinking skills when they provide requisite knowledge structures and stress controlled application of these processes in solving progressively more complex problems. (DB)

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)

The contents of 67 college-level creativity course syllabi were analyzed. A theoretical framework emerged with five dimensions, including social climate, personality characteristics, models or theories, process involved, and product variables related to end results. (DB)

Reviews the perspective of Donald Campbell on creative thought and argues that the role of blind variation and selective retention in Darwinian evaluation and human invention is different. Proposes that a contrast can be drawn between "smart" and "not so smart" blind variation. (CR)

Argues that while blind variation and selective retention (BVSR) may not be involved in all forms of human behavior and thought, Donald Campbell has made a compelling case that human creativity and invention involve BVSR. The complementary nature of prior and current BVSR in creative human endeavor is discussed. (Author/CR)

Reports the results of a study of active ingredients of creativity techniques, devices that promote idea generation, through an analysis of 172 idea-generation methods which identified three types of idea-generation devices--strategies, tactics, and enablers. These devices were organized into meaningful categories comprising a formulary of active…

Describes some of the methods a children's book illustrator has used to create a book using ordinary objects combined to form a type of collage. Discusses the importance of children having a place of their own to use materials and be creative and pays tribute to her parents' influence. (LRW)

Investigated the development of individual style in 3- to 10-year-old children's drawings. Assessed about one-third of children as having distinctive styles; these children were most frequently younger and showed higher aesthetic and creativity ratings in their drawings. Considered the probable sequence in children's development of artistic style.…

This study investigated differences in verbal and artistic creative achievements among 6-year-old children. Creative-capacity level differentiation was analyzed, and factors which determine individual and group differences were determined. Results confirm a great differentiation of creative capacity levels and suggest that pedagogic factors are…

A 40-year longitudinal study of creativity that began in 1958 in two schools in Minneapolis, Minnesota, found that girls identified as highly creative in elementary school have been fulfilling that potential as adults to a significantly higher degree those who were less creative. Sex role expectations are discussed. (Contains references.) (CR)

Starting with the principle that learning goes on only when the learner is engaged in the process with mind, will, and feelings, the author argues that humanistic study must be integrated with existential questions of personal and social development. (Editor/PG)