The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)

The title of this book is an acronym that serves to describe the mental activity the games of the book are intended to bring about. Each of the seven letters in "scamper" is the initial letter for the word phrases making up the checklist used to create the Scamper games. Sections of the book include: (1) "Scampering with the Experts--Thinking and…

Imagery has a significant role in cognitive development. Reading research has established the fact that good readers image spontaneously and that there is a high interrelationship between overall preference for a story, the amount of text-related imagery in the story, comprehension, and recall. Imagery researchers agree that everyone is capable of…

The intent of this article is to describe the basic processes used by the child in order to create and imagine; to explain the significance of objects for encouraging creativity, imagination, and intellectual growth; and to show how creative thinking is nurtured using the world of objects. Five reasons are advanced to support the claim that the…

Too often college composition students see language as an end in itself, rather than as a means to realization of self and world, and teachers need to establish a classroom environment that stimulates and demands that students use their language to find out about themselves. Techniques helpful in shaping composition classes toward this end…

The prewriting strategies of guided imagery, brainstorming, clustering, freewriting, and oral activities, are described. It is suggested that teachers utilize these strategies to help students become competent in each stage of the writing process. Ten writing resources are listed. (MBR)

Techniques that can be used to make the lecture method of teaching more effective include using pictures or objects to facilitate memory, using guided fantasies to stimulate students' imagination of processes, and the suggestopedia method for memorizing facts, principles, and vocabulary. (MSE)

Three strategies are suggested for teachers to use in developing the critical imagination of students: (1) the deconstruction of lived and told storylines; (2) the development of reflective ethical practice in line with post-structuralist understanding; and (3) the writing, telling, and adapting of stories that interrupt binary thinking. (SLD)

Describes a program centered around water and water quality in which a series of stories are used to build a complete picture of the students local surroundings. The program incorporates students' personal experiences, imagination, and listening skills as guiding principles for the stories. (MDH)

Presents diary excerpts that emerged from two separate teaching experiences with fifth and second graders. Reflects on the author's efforts to communicate the wonder of language and imagination to students. Concludes that by taking account of his own lessons as well as the students' responses to the exercises, the author discovered in a new light…

In order to make predictions about a text, students must have prior knowledge or experiences about the topic and a means or a reason to retrieve this latent information and knowledge. The Imagine, Elaborate, Predict, and Confirm (IEPC) strategy takes the predictive process back to its origins in the imagination and extends it throughout the…

Young children have little difficulty in creating imaginary worlds inhabited by fantastic creatures. Their play often reaches into the realm of make-believe whereby they improvise situations. Playing shop, mother and father, or doctor are examples of children's ability to try out adult roles and behaviors in a safe context. At school, it seems…

Designed to help children with auditory perceptual problems from preschool through grade 4, the manual contains stories and exercises to develop listening skills, auditory memory, vocabulary, and imagination. The first section contains instructions to the teacher as well as stories which are at three levels of difficulty and intended to be read to…

Points out the sometimes excessive lengths that authors carry the suspension of reality in children's fiction. Advocates a more disciplined imagination, and rejection of untrue or impossible worlds. (HTH)

Suggests that creating from and sharing dreams is an effective way to develop language skills, individuality, understanding, and rapport in elementary classrooms. Provides an index of dream topics that a group of elementary students reported. (RL)