One of a series of works aimed at presenting contemporary critical opinion on major authors, this collection includes essays by Marie Borroff, Wallace Stevens, Joseph N. Riddle, Hi Simons, Sister M. Bernetta Quinn, C. Roland Wagner, Harold Bloom, Ralph J. Mills, Jr., Roy Harvey Pearce, Louis L. Martz, Morton Dauwen Zabel, and Northrop Frye--all…

These essays and documents, on and by Frederick Douglass, Martin Delany, and William Wells Brown focus on the oppression which they experienced and on violence and rebellion as it appears in the literature which they created. The chapters discuss Frederick Douglass and violence, rage in the fiction of Martin Delany, and the fiction of William…

A scoring manual for the Directed Imagination Test, a projective technique wherein the subject is instructed to write four fictional stories (four minutes are allowed for each) about teachers and their experiences, is presented. The manual provides detailed instructions for rating each story by fifteen dimensions relevant to teacher education…

This study includes exercises which assessed five rudimentary skills involved in understanding and interpreting imaginative literature. The study is one of a series by the National Assessment of Educational Progress, which gathers information about the eudcational attainments of 9, 13, and 17 year olds and adults (ages 26-35) in ten subject areas.…

This curriculum guide in language arts for kindergarten through twelfth grade emphasizes a flexible student-centered curriculum concentrating on developing a student's ability to find out information for himself in an atmosphere of responsible freedom. To facilitate this approach to learning, the guide is not organized into traditional subject…

This paper reviews earlier experiments in fostering creative expression in the writing of students at all educational levels, and presents an abstract of an experiment involving 81 students of educational psychology at Tennessee State University. Each wrote one essay per week, which was then rated for creativity on four scales (fluency,…

The Guichard technique is a response to the need for lively, sustained conversation in the language class. Referring to simple blackboard drawings by the non-artist teacher, students create people and situations involving an imaginary French family. (Author/SW)

Presents the idea that self-questioning is an important resource for learning, and that creative drama should provide a unique support for "wondering" in the classroom because drama teachers model open-ended questioning and elicit the same from students. (JC)

Presents a lesson plan introducing K-3 grade students to visual elements in art and the idea that artists use dreams and fantasies as subjects for their art using Max Ernst's "Tree of Life." Outlines instructional strategies and lesson objectives. (GEA)

Presents the results of a survey which found that: (1) the current treatment of language, generally concentrating on the factual and informative at the expense of the imaginative, is creating its own brand of linguistic deprivation; and (2) this is particularly noticeable in foreign language teaching. (SED)

Non-quantifiable knowledge, involving sensory information, conceptualization, and imagination, is discussed in relation to educational evalution. Evaluation is discussed in terms of educational connoisseurship, or the art of appreciation; and educational criticism, which informs, interprets, and appraises. (MH)

A combination of Eastern philosophy and cybernetics leads to a method of improving athletic skills (especially basketball) which is based on the theoretical basis of Maltz's philosophy of successful goal attainment. The method is relevant to the total educational process and to counselors. (SB)

Focuses on young children's grappling with such themes as existence, good and evil, and knowing. Suggests that the development of language seems dependent on children's sensitivity to such abstract concepts. Suggests that children's intellectual and social lives are sustained by symbols. Offers examples of children's story-making discussions,…

Calls for writing instruction that leads students to realize that meaning depends upon context and perspective. Describes a course in which students "problematize" and write about issues within literary works. Explains that students observe visual artworks which serve as companion pieces to the literary works and to students' own compositions…

Describes two-step exercise for applying imagination to summer-camp programing. Step 1 involves casting programs in imaginary environment, altering them for new setting. Step 2 involves role playing, encouraging participants to "wear" new cultural roles such as American Indians, cowboys, or sailors. Emphasizes value of imagination for improving…