In advertising, a creative idea can be defined as being right or on strategy in a unique way. For a copywriter, it is not easy to create an ad that has the "Big Idea" in it. Some helpful techniques that advertising students can use to generate creative ideas are (1) analogy, (2) forced relationships, (3) doing the opposite of what…

Some new approaches to the assessment and treatment of language handicaps suggest the need to examine relationships between verbal creativity and language performance. Data were collected from 40 normally developing white fourth, fifth, and sixth grade children, drawn from both urban and rural communities and from a middle socioeconomic level.…

This book discusses career unrest (defined as a sense of dissatisfaction associated with one's work), as a potential source of creativity. In the first of three parts, the author's point of view on career unrest is presented. Following a question and answer introduction to career unrest, the problem and the opportunity it presents are discussed.…

Three papers focus on applications of computer graphics with deaf and severely language impaired children. The first describes a drawing tablet software that allowed students to use visual and manipulative characteristics to enhance problem solving and creativity skills. Students were thus able to solve problems without the obstacles of language.…

The phenomenon of innovation within the university is examined, noting the possibility of innovation as a key to college vitality. A study was conducted using a group of institutions that demonstrated recent innovative spirit. Members of the American Association of State Colleges and Universities (AASCU), each has been recognized in an annual…

The call for more empirical research in art education during the 1950s seems to be a precursor of the contemporary move toward more systematic instruction in the visual arts. If making art employs nonverbal aesthetic concepts, then conceptual consistency and problem solving within studio instruction can facilitate students' acquisition, retention,…

Findings of research seeking predictors of mature creative achievement in the early artistic development of the Swiss painter, Paul Klee; the French painter, Henri Toulouse-Lautrec; and the Spanish painter and sculptor, Pablo Picasso are presented. Discussion is organized into four sections. The first section offers an overview, rationale, and…

The paper examines the nature of creativity and blockages to its expression especially in home and school settings in South Africa. A definition of creativity is offered which stresses the production of an original outcome or achievement. The creative process is broken down into the steps of preparation, incubation, illumination, and verification.…

Intended for writing teachers, the activities in this issue blend right/left brain lessons--kinesthetic, spatial, and playful--to provide students with prewriting experience. The activities include the following: (1) creativity olympics, such as finding criteria by which large groups of students may subdivide themselves into successively smaller…

A 1981-1982 performance report is presented for the University of Illinois' Model Program for Retrieval and Acceleration of Promising Young Handicapped and Talented (RAPYHT), which served learning-disabled, speech-impaired, orthopedically impaired, and other disabled children (3-5 years old) and provided technical assistance to replication sites.…

What if…..? What if there was a kingdom in which the ordinary was perceived as extraordinary and mediocrity was the standard of excellence? In what ways might this society mold the mindset of its subjects? How might a creative and innovative newcomer respond to the intellectually numbing environment? Would she have the courage to defy conformity…

In this paper the author identified each of seven myths, tried to state their rationale as forcefully and clearly as possible and then proceeded to examine each critically. (Author/RK)

Afterthoughts of participants in Dartmouth Conference. (JH)

The most important thing in education is not the data we present, but whether we present them vitally. (JH)