A learning sequence is sketched that enables children to have valid experiences in music, language, mathematics, and movement, more or less simultaneously. The activity starts with a short tune and works toward a song as the solution to the problem. The creation of a dance follows the writing of the song. (RH)

Compares imaginatively written nonfiction children's books with textbook treatments of the same material. Finds that many nonfiction books are informational but also not excitingly written. (NKA)

Analyzes the creative writing of 94 second-grade children in a suburban elementary school, comparing boys' and girls' creative writings when the composition was elicited from realistic fiction, fantasy, and fantasy in conjunction with stuffed animals and wind-up toys. Also examines the combined creativity of boys' and girls' compositions and the…

Group creative writing activities encourage foreign language students to participate on various levels as thinkers, writers, readers, and critics. Students stimulate, correct, and give feedback to each other about writing skills. (CB)

Discusses importance of the ability to visualize images evoked by the written word in the development of children's skills in both reading and creative writing. Specific skills involved are noted, examples from picture books are given, and 48 picture books that would be useful to developing such skills are listed. (EM)

A creative exchange program between the art department and the creative writing and English department of two high schools is described. The creative writing class submitted their original poems to advanced art seminar students. The poems provided the foundation for an illustration assignment. Examples of the results are provided. (RM)

Materials needed, recommended age level(s), subject area(s), and strategies are provided for activities in which dinosaurs are used in art, music, writing, and other creative media (such as using the dinosaur theme to create advertisements). Ready-to-copy student materials are included. (JN)

Intermediate grade students were asked to do a creative writing project based on Kier's painting "The Picnic." The approach they used to view the painting was one influenced by the aesthetic philosophy of Mikel Dufrenne. (RM)

Describes a number of ways students can write in response to literature, an approach that forces the students to shape and form their vague responses to the text. (HOD)

Describes an elementary school creative writing program involving lay-readers, which leads to increased creativity, more enthusiasm for writing, and better writing skills. (DCS)

Describes a class project involving collaborative partnerships in which fifth graders wrote books for first graders. (HTH)

Discusses the problem of how best to teach creative writing, including the theory that creative writing teachers should teach critical, analytical reading of already published works. (DF)

Describes observations of one student's writing process and the ease with which the student transformed prose into poetry. Discusses what the teacher learned from the observations about the sensitivity and energy of eighth-grade writing students. (HTH)

Describes a program of creative writing and describes student objectives and teacher objectives that allow the experience to aid students in producing critical essays. (CRH)

Describes an inservice writing course for elementary and secondary school teachers that is based in part on writing from memories and commenting on the writing process. (MM)