A monthly exchange of tips, projects, ideas, and resources. (Editor)

Suggestions for meeting the special needs of gifted students are presented. (RW)

Why are puppets unique educational resources? How can teachers take advantage of this inexpensive, simple, effective teaching medium? Explores those qualities in puppets which make them so useful for instruction. (Author/RK)

Steps in the development and publication of a yearbook by a day school for preschool and elementary age hearing impaired children are described: generating the idea, collecting material, obtaining parental permission, preparing and compiling manuscripts, and determining printer, price, and distribution. Guidelines for a first effort at yearbook…

Artists and writers from Maine were asked to develop creative activities for a sixth-grade class. Students were encouraged to observe nature, investigate their ancestors, design logos, and think about the impossible. Several of the activities that could be adopted to relate to other states are presented. (DF)

Discusses, from a dean's perspective, the criteria for evaluating the creative activities of teacher-artists, particularly those in the theatre arts. (PD)

Describes language-arts activities in the "Gemini Project," a program designed to foster creative expression in a mixed group of senior high and elementary school students. (KS)

Creative drama can be used productively in the classroom by allowing students to dream and to put these ideas down on paper. Guided imagery is a way of accomplishing this. Guided imagery is when the creative drama teacher guides students on a journey through the imagination. It can be used as a prereading and prewriting exercise. Listening and…

Describes how having students draw both their own and a literary character's reality not only introduces students, quite painlessly and concretely, to a large number of literary terms, but also suggests that literature appreciation demands an imaginative extension into the life of another. (MM)

Presents nine avenues to self-renewal for the principal who needs constructive activities to escape from stress and burnout. (Author/WD)

Discusses ways that elementary music teachers can design class activities which will meet individual needs of mainstreamed special students. Activities described encompass a wide range of difficulty and provide opportunities for individualized, small-group or out-of-class instruction and for creative response. (AM)

Discusses materials available to the teacher who wishes to incorporate creative dramatics, music, art, film, or a combination of arts into language arts instruction. (AEA)

Described are improvisational activities based on the Orff-Schulwerk teaching technique which include: sound and movement; sound and movement plus visuals; interpretation of designs from nature, architecture, paintings, rotating rondo, singing hands, and moving from words to song. Pictures of children participating in these activities are…

The author describes the three-phase process of musical creativity (exploratory, invention, organizational), identifying activities in each of the creative phases. Included are vocal impression, picture sounds, chord tones, and name improvisation. Selected readings and recordings are included. (KC)

Offers a number of techniques designed to challenge or alter or disrupt how a student perceives reality, thereby facilitating student development in creative thinking. (RL)