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…

British drama instructor discusses how drama provides a sense of immediacy to subjects or stories and to the discovery process of learning. She also discusses how the dialectic aspects of drama aids in children's language development. (HTH)

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)

Describes one summer offering of the Palo Alto schools which correlates productive activities with appreciation for art. (Author/RK)

Maintains that expense and lack of experience with glazes and firing the kiln need not prevent teachers from using clay in the classroom. Describes how author experimented with clay and fibers and subsequently devised numerous art activities for elementary school students. (KM)

Describes how storytelling can enhance both literal and inferential comprehension, motivate oral discussion, increase perceptual knowledge of metaphor, explain and promote interesting language usage, instill deeper meaning to children's personal experiences, and excite children about literature, storytelling, and creative interpretations of story.…

Describes how caregivers and their school-age children can make a "friendship quilt," outlining the basics of quilting, the materials needed, and basic patterns that can be followed. Includes detailed diagrams and patterns for designing and constructing applique and patchwork quilts. (MDM)

Describes several Thanksgiving Web sites, including those with historical information, favorite Thanksgiving foods and recipes, songs and games, arts and crafts activities, and some sites "just for fun." Sites include everything from the Macy's Day Parade site, to PlimothonWeb, to Thanksgiving clip art. (AEF)

This handbook, designed for use with preschool and elementary age children, is based on the premise that the focus of the art program should be upon encouraging children to create art as a way of expressing feelings and communicating ideas. The value of art activities for young children lies in the process of creation rather than in the finished…

Designed to be used before and after attending a storytelling performance by Dylan Pritchett, this cue sheet presents information about the performance and suggests activities that can be done with classmates, friends, or family members. The cue sheet discusses where and why people tell stories, what makes a story good for telling, what makes a…

Presented are activities relating science and Halloween. (PB)

Describes a Parent Teacher Association (PTA) sponsored program of after-school activities available to the district's elementary students. (IRT)