Explains and describes a creative cycle by which the child is first stimulated to creative expression and secondly guided by the teacher to communicate that expression. (MM)

Children can develop a sense of self-esteem by responding creativity to a what would happen if'' question. (MM)

This paper explores the linguistic aspects of the artistic and aesthetic development of children, teaching strategies for the teaching of art, and an analysis of a sixth grade lesson in aesthetics. (Author/RK)

Article recommends imitating the logic and drama of a stage play and combining a variety of stimulating activities in a single thirty-minute period as one would expect to find in a good television play. The teacher would then stir creative thought within a motivating structure. (Author/RK)

After developing the theory that writing is enhanced when the writer discusses his ideas before he submits them to paper, author outlines an experiment to test the theory. (Editor)

A creative course offered to adults in evening sessions successfully combined poetry, art, dance, film, and music in developing insights into human values, self-awareness, and interrelationships. (JB)

Hypothesizes that second language learning at the elementary level results in an increased development of potential creativity in children. (DS)

Relates the ideas behind creative expression with the spirit of humanism and the need for teachers to teach humanistic values. (RK)

Findings suggest that humor facilitates the recall of incidental but not intentional learning. (MB)

Written in response to "Towards a Brave New Theatre--With No Sweat? by Samuel Selden in "Educ Theatre J, vol. 20 (December 1968), 568-68. (RD)