Children are taught to discover concepts which are common to all art forms through live performance workshop presentations. The goal is "...to encourage children to discover their own aesthetic understanding of academics, of works of arts, and ultimately, of life processes." (Author/RW)

Describes experience in teaching art in an open classroom for eighth grade students at Martin Kellogg Junior High School, Newington, Connecticut. (DS)

Article presents the case for student musical composition in high school and suggests ways to initiate the creative process. (RK)

Whether a college course for teachers and teacher trainees could affect attitudes in creative problem solving was determined. Results showed that students enrolled in the creative emphasis course did have definite attitude changes in favor of creativity. There were no statistically significant changes found for the control group. (Author/AL)

Investigated whether or not creative behavior as measured by Torrance Tests of Creative Thinking could be increased in older adult women (N=40) through a creative problem-solving program. Experimental subjects did not score significantly higher on the Torrance tests than the control subjects who had not participated in the program. (Author)

Uses the irruption theory in explaining the occurrence of the Darwin finches in the Galapagos Islands as an example of how alternative theories can be presented in an educational setting. Advocates the comparison of alternative theories to encourage creative thinking and a critical attitude. (CS)

Previous studies on fantasy play tutoring are reviewed and research reported on the effect of the adult-child contact in this situation. Matched samples of preschoolers received either play or skills tutoring with equivalent tutor verbal contact. In these circumstances, differential advantages to the play-tutored children were few. (SJL)

Five problem-based learning activities tested by fourth-grade gifted students are suggested. Each open-ended problem is intended to be worked on by a small group for 30 minutes. Student reactions are quoted and analyzed, noting that students became more willing to take risks, test the properties and limits of their materials, and learn from their…

A study of 74 undergraduates examined whether creativity training and interpersonal problem-solving training are equivalent or complementary. Results showed the training programs were complementary. Each training program specifically affected performance only on related measures of performance. A combination of the training programs affected both…

Discusses the role of creative arts in developing talent among gifted students. Talent development strategies using the arts are identified. Also describes ways that teachers can support collaboration among the arts and that parents can advocate and foster arts programs. (CR)

A personal viewpoint on the many characteristics of instruction available through the foundations of education is offered. Through a combination of theory and practice, individual consciousness should be raised to an understanding of the forces that have created the existing society and determined an individual's place in that society. (JD)

Discusses computer software as an instructional means of enhancing curricular goals associated with creativity. Theoretical literature on creativity is reviewed; LOGO is discussed as a program to improve creativity in school children; and some ways to enhance instruction to improve the creative process are suggested. (29 references) (Author/LRW)

Creative writers (n=20) were interviewed to explore relationships between creativity and the creator's life as a parent and/or spouse. The experience of confronting family-related gender expectations influenced many writers. Writers reported benefits from the family's social support alongside restrictions on the solitude and time necessary for…

After a discussion of the creativity often found in those outside the mainstream, this article describes the five stages of the Laureate learning cycle model of talent development: romance, inquiry, involvement, expansion, and insight. The importance of individual ownership of the learning process is emphasized. (DB)