This teachers guide includes suggested activities before and after viewing, a synopsis, suggestions for further exploration, a related film list, and a bibliography. (STS)

Story writing helps handicapped and normal students to develop a thoughtful approach to daily experiences through fantasy production. Benefits of such an approach with emotionally disturbed adolescents have included increased abilities of students to examine problem situations, conceptualize alternatives, and understand potential consequences. (CL)

The use of visual imagery, visualization, and guided and unguided fantasy has potential as a teaching tool for use with learning disabled children. Visualization utilized in a gamelike atmosphere can help the student learn new concepts, can positively effect social behaviors, and can help with emotional control. (SB)

"The Capital Kid" is a cowboy persona used by the author when she teaches capitalization skills. Her teaching style and the games used are described. (SJL)

Presents different types of imaginary play for the elementary classroom. Covers areas such as play acting, puppets, music, and art as outlets for children's imagination. Outlines the teacher's role in facilitating imaginative play. (DR)

This 136-item annotated bibliography listing science fiction suitable for 12-19 age range is divided into five sections, each organized alphabetically by author's name: in-print novels featuring computers, in-print anthologies of computer stories, in-print studies of computer science fiction, out-of-print novels, short stories. Current publication…

An art teacher at South Shore High School in Brooklyn, New York, uses blot paintings as a wedge into the teenager's fantasy world thereby defining nebulous shapes into concrete, but often delightfully outlandish, subject matter. (Author/RK)

Suggestions are made to teachers for using daydreaming, guided as fantasy, to prepare students to concentrate, to enrich the curriculum, and to increase self-knowledge. (Author/SJL)

Horse drawings by female children are analyzed. The construction of meaning in children's drawing frequently remains as much in the child's mind as it is graphically expressed. Educators must develop an appreciation for children's fantasy worlds and the ways these worlds both mirror and transform their lives. (RM)

Presents a series of classroom exercises and activities that stimulate children's creativity through the use of visualization. Discusses procedures for guided imagery and offers some examples of "trips" to imaginary places. Proposes visualization as a warm-up exercise before art lessons. (DR)

Halloween can be celebrated quite well with classical music. Music that relates, directly or indirectly, to fantasy, the supernatural, or the macabre is described. (RM)

The author explains how transpersonal psychology can be applied to education. She lists the emotional and academic benefits to students of relaxation and meditation, guided fantasy, dreams, parapsychology, biofeedback, and centering. (SJL)

Discusses the design of a syllabus for the study of fantasy literature. (AA)

Mental imagery, a factor in learning and fantasy, can be used in multimodal career education programs to aid students in speculation about their futures. This multimodal approach addresses areas of human functioning such as behavior, affect, sensation, imagery, cognition, interpersonal relations, and physiology. (Author/CC)

Defines and describes the fantasizing motif in children's literature and explains how teachers can use this motif to help children learn to live in society. (JL)