Discusses the use of imagination as a tool to improve students' musicianship. Suggests that imagery can be used to teach intonation, tone color, sight-reading, and expression. Describes active listening in which the students must use musical memory and participate in musical expression to produce a certain sound that may be difficult to describe.…

Maintains that children's books such as "The Secret Garden" can have a strong influence on one's life. Such books offer emotionally satisfying adventures and serve as the touchstones by which we measure all literary experience. (BB)

Describes the role of writing fiction as a mode of inquiry into work experience. Contends that the writing of stories is a way of learning about one's experiences. Proposes a cross-professional group to explore putting into practice such modes of inquiry. (DB)

An interview with Mario Montessori explores the origins of Cosmic Education and experiences of Montessori and his mother, Maria Montessori, in Kodaikanal, India, during World War II. Their experiences contributed to development of theories regarding the elementary child, the power of imagination, the intuition of a cosmic connection, the dynamism…

Uses a systems approach to creativity to study one student as that person learned to make art in an university-level introductory sculpture class. Shows ways that the class was an open system that modeled and encouraged artistic creativity and provided constraints and opportunities for the student to construct knowledge. (DSK)

Discusses the importance of imagination and the power of stories. Draws on insights gained from visits with children growing up in difficult environments, and shares examples from the author's own works written for young adults. (AEF)

Presents short descriptions of six "curious places" in children's books and films. Describes sample creative class activities for younger and middle grade children to engage in after listening to selected stories. Activities include creating drawings, stories, flip books, and picture books; role-playing; and developing an imaginary town.…

Offers brief descriptions of 35 recently published children's books that view language as a means of expressing ideas, telling stories, and creating imaginative possibilities. Groups books into those that use language of imagination, of performance, of music, of visual arts, and expressive language. Notes a few ideas on inviting readers to respond…

Examines the following aspects of the children's television program "Mr. Rogers Neighborhood": orderly safe environment, respect for self and others, imagination, "field trips" that reduce children's fears, special guests and cultural activities, dealing with personal and social problems, controlling one's feelings, taking…

Suggests that management education should explore accommodation of individual expression and interpretation within a flexible and open teaching framework. Analysis of fiction may support a management education that questions its own content and context. Argues that management educators must employ a bold approach to literary criticism if use of…

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)

A study examined the relationship between structured imagination and creativity in story writing among 108 undergraduates. Subjects produced paragraphs that were meaningful/original, meaningful/non-original, or non-meaningful/non-original. Results showed that groups 1 and 2 wrote psychologically meaningful stories significantly more than group 3…

Presents an interview with Norma Fox Mazer, a writer of children's books. Describes how she creates a story. Discusses how writing a story, whether a short story or a novel, is an intricate balance of character, event, and voice. (SG)

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 this essay, I explore how two groups of undergraduates ? Americans and Australians ? participate in the reformulation of the "global imagination" through their experiences of studying abroad. Specifically, I question the assumption that the global imagination constitutes one shared, common experience that is the same across nations. In…