In spite of current sentiment to the contrary, the wellsprings of mathematics are not utility and relevance, but creativity, imagination, and an appreciation of the beauty of the subject. This has implications for the teaching of mathematics. (PK)

Proposes an approach to teaching grammar that calls on the student's imagination and frees the learning process from classroom routine. The technique uses examples of specific constructions in French poetry to illustrate principles of grammar and discourse. (MSE)

This essay provides a window into an eighth-grade class engaged in a legislative curriculum drama. The author, an eighth-grade social studies and literature teacher at a private New York City elementary school, describes her use of a legislative curriculum drama to make an eight-week study of the legislative branch of government a more dynamic and…

We have not learned to experience beauty as an essential, pervasive dimension of our actions. Aesthetic sensibility represents the child in us imbued with spontaneity, imagination, and unity of soul and action. This sensibility makes it possible to reevaluate the world in terms of metaphor, image, fantasy, and dreams. (PP)

The author discusses children's developing conceptions of how to represent objects artistically. She compares the use of detail, line, viewpoint, and dimension in imaginative and observational drawings by concrete-operational children and cites their opinions about the accuracy of their work. Part of a series on children's art. (SJL)

The self-report Imaginational Processes Inventory, originally devised for college students, was revised for use with high school students and administered to 181 ninth through eleventh graders. Reliability of the revised instrument was demonstrated. Score differences by sex and age (high school vs college) were analyzed. (Author/SJL)

Art teachers learn new uses for old materials and how to escape stereotypes by providing fresh ideas for learning. Describes a "Playshop" for elementary school teachers as part of a Community Arts Enrichment Program. (Author/RK)

Contains the following articles to help teachers support children's imagination: (1) "Time, Trust, and Tools: Opening Doors to Imagination for All Children" (Kirsten Haugen); (2) "The Connection between Play and Character" (David Elkind); (3) "Magnets Can Dance and Vanilla Smells Warm" (Alison Lutton); and (4)…

Explores the similarities between paintings of the abstract expressionists and those of young children. Similarities include total surface coverage, disregard for details, direct application of pigment, disregard for visual perspective, and use of the painting surface as a frontal plane. (CB)

Discusses the need for teaching creative thinking in the classroom. Cites two misconceptions to which the absence of emphasis on creative thinking is attributed. Provides strategies and example activities for promoting the skill. States that these procedures can increase student interest in science. (RT)

An approach to college faculty development applies fundamental principles of writing to improvement of the writing of college faculty. A series of rules for writing are presented in six categories: motivation; imagination; fluency; control; audience; and resilience. The rules focus more on efficiencies and economies of writing than content or…

Examines classic fairy tales, noting the lack of attention given the role of imagination in children's learning. Discusses features of fairy stories such as structure, oppositional concepts, and emotional component, then infers four principles about young children's learning. Gives two examples of how these principles can influence teaching to be…

Discusses approaches by the organization URGENS in helping persons who have dropped out of society. Topics include employment seeking, social workers, experimental activities, imagination, development of creativity and communication, and the need for self-expression and self-observation. (AEF)

Examined the effect of sociodramatic play on the literacy learning of first graders. Found that sociodramatic play provided a vehicle through which the players practiced what they knew about literacy and provided an opportunity to think about literacy in the context of various play themes. Adult mediation enhanced the players' incorporation of…

Tested the ability of 19 older adults, given additional training in a mental imagination technique, to approach the performance of 16 younger adults on serial word recall tasks. Results indicated that negative age differences in older adults' performance were substantial, resistant to extensive practice, and applicable to all subjects. (BC)