A questionnaire designed to discover how creativity is developed, was sent to selected elementary school age poets, their teachers, and parents. Responses to the questionnaire are discussed. (ST)

Rejects the premise that all parts must be related to the whole and to each other in a written composition. (Author/RB)

Suggests pre-poetry writing exercises can introduce poetry writing as fun rather than frustrating. (RB)

Article explores the contribution of materials authored by children and presents an annotated bibilography of published materials which feature children's creative efforts. (Author)

Explication and analysis of an important part of our semantic environment." (Author)

Describes a program of open education for frustrated English teachers which helped them to regain their confidence and to restructure their approach to teaching so as to enhance creativity. (AN)

High school students, using group discussion methods, created poetry based on photographs, and came to an understanding of poetic imagery. (SP)

Bringing TV into the classroom can enable children to learn to identify a sequence of ideas, the main theme of a story, describe characters and make judgments about them through the dialogue they hear. (Author/ML)

Author believes that all forms of communication are enhanced by the use of similes and he writes the entire article in similes to prove it. (RB)

Believes the continued inclusion of the Humanities in the Elementary School Curriculum may be threatened and examines the reasons. Suggests ways literature, art, music, creative writing and dramatics can be included in the program if they are developed with a new conception of the Humanities. (RB)

Describes how a simple idea of showing the school news on slides with taped reports developed into a full blown film activity that will soon be offered as a course. (RB)