While a wide variety of publications have suggested that the development of student creativity should be an important objective for contemporary universities, information about how best to achieve this goal across a range of disciplinary contexts is nonetheless scant. The present study aimed to begin to fill this gap by gathering data (via an…

Elite schools around the world aspire to produce perfect students and yet there are always obstacles to this perfection being achieved. In this paper, we suggest that this process of perfectionism and obstruction can best be understood using a methodology that looks to the creative arts, rather than the usual social science orthodoxies. Our focus…

In the current teaching activities on curriculum, teachers taught all kinds of computer language at the most of the time. Students also focus on a variety of examinations, but the real time to train students' independent software developing skill is very limited. This has resulted in the students only to copy other people's systems design ideas,…

Describes the fierce competition and the selection process involved in gaining entrance into the Republic of Singapore's Art Elective Program. Discusses this curriculum's enriched and accelerated art program in which students gain a broader education and outlook. Activities include a live-in camp and an overseas trip for secondary students. (KO)

Australian schools are expected to integrate various uses of digital technology across all subject areas. In many schools the effectiveness of this has been questionable with little application to the development of student's creativity. This paper reports on a pilot study investigating children's creativity during computer-based activities.…

Argues that the arts are basic to educational development, as they provide the tools and skills that are central to early language development including story, metaphor, rhyme and rhythm, binary structuring and mediation, image formation from words, affective abstraction, and others that underlie more complex learning. (Author)

Argues that the arts provide a powerful means with which to promote future-oriented learning because they involve nonverbal, symbolic ways of knowing, thinking and communicating. Suggests that the arts in the emergent curriculum promote central education skills of discovery, pursuit, self-awareness, personal communication, social interaction,…

Argues that children need play time to explore the world because it is valuable, irreplaceable, spontaneous, and provides situations where children can learn with all their senses. Examines play in terms of its role in exploration, imagination, creative activity, work, learning, knowledge expansion, art, and the culture of children. (Author/SD)