Describes how having students draw both their own and a literary character's reality not only introduces students, quite painlessly and concretely, to a large number of literary terms, but also suggests that literature appreciation demands an imaginative extension into the life of another. (MM)

Recommends that librarians consider emotional and other use-oriented classification and guides to supplement existing fact oriented classification schemes. Lack of imaginative acccess systems thwarts the exercise of user imagination in the pursuit of personal goals. (RAA)

Argues that games with a simple communication structure and/or an abstract content have more virtues than games which introduce too many details into the roles and scenario. Four such "simple" games are described, one in detail, and four references are listed. (LLS)

Describes writing exercises that release students' imaginative powers and help their news writing become fresher and more descriptive. (RL)

A case is described in which a school psychologist treated a high school boy of 16 for school phobia, using a behavioral contract and two weeks of daily 30-minute sessions in which mental images were evoked of school situations that had been the cause of severe anxiety. (CTM)

Several exercises are presented that are intended to challenge and "limber up" the translator's manipulation of words, meanings, and connotations. The exercises point up the complexity of the translating task and encourage the translator to make the most of this fact. The focus is on French and English. (MSE)

Examines the philosophical relationship of imagination (particularly its aesthetic aspects) to rationality and teaching. Reviews various criteria for basing education on rationality at the expense of imagination and concludes that children will benefit most from an educational system which teaches them to be imaginative without undermining their…

The author compares the basic features traditionally ascribed to aesthetic experience with the basic features of humor. He suggests that humor is best understood as a kind of aesthetic experience and that it should be valued as such in life and included in education. (Author/SJL)

In a study to test whether imagery accounts for the effects of empathy on attributions, it was determined that the imagery explanation of empathy effects was untenable and that the recall of perspective-relevant details was unlikely to mediate attributions of causality in imaginary scenarios. (Author/MH)

Imagery as it relates to creative imagination, incubation, and right brain activity, and as a subsystem of the General Systems approach, is discussed in terms of gifted education. Considered are the theories of G. Land (transformation theory), J. Gowan (developmental stage theory), and J. Eccles. (SBH)

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)

Cognitive consequences of play and exploration were examined by assigning 36 economically disadvantaged preschoolers to one of three treatment conditions: sociodramatic play training, exploration training, and free-play control. (MP)

Mind and mood pictures help students "see" reason in their writing. (Editor)

A teacher describes using melodrama as a way to combine the elements of humor and drama to engage the imaginations of young gifted children. Techniques for use with elementary through junior high students are presented along with the script of a play for first or second graders, with the last lines left blank for students to supply their own…

Surveys relevant literature on the question of how people learn through doing drama. Proposes a construct to describe this learning process. Concludes that drama, even more than other storytelling and other fictional processes, employs the world-creating and hypothetical processes some have attributed to basic learning processes, which permeate…