Educational imagery is a teaching method that guides students into decision-making situations through directed daydreaming or fantasizing. The theory is that if a decision is clearly imagined and acted out, the process will be facilitated in real life. (JN)

The relation between imagery-assisted prose recall and field independence was found to be significantly stronger than the relation between control recall and field independence for third graders, but not for kindergartners. (Author)

Reports of one poet's efforts in elementary classrooms to counteract the misconception of the syllabic nature of haiku. (RL)

Describes three fantasy trips for use in science classrooms. Includes suggestions for follow-up activities and alternate uses of fantasy trips. (DS)

The classroom is a ritual space in which the wisdom of the past is enacted and the shape of society to come is determined. As seen in literary works, there is a division between liberal learning and the world of action. Liberal learning enacts large, universal patterns of action. (JN)

Asserting that the mind of the creative reader operates precisely like the mind of the creative writer, the author examines theories of the psychology of poetic composition, in order to draw implications for the teaching of literature. (SJL)

Two studies involving 60 graduate and undergraduate students explored the role of structured imagination in story creation. Results indicate representational knowledge was an important influence on story meaning and originality and that meaningful and original stories were more likely to contain abstract concepts than were nonmeaningful and…

This article focuses on the enchantment of the Harry Potter series in the development of gifted imagination, self-concept, and worldview in light of Bruno Bettelheim's work, "The Uses of Enchantment." As the processes are discussed, suggestions to guide parents and teachers in facilitating them are included. (Contains references.)…

Questions why imagination is not brought into mainstream education as a cornerstone of learning and why education frequently makes students incapable of relating to what is alive and meaningful within themselves. Without imagination, it is impossible to experience the infinite qualities of our senses, nor to shape our thoughts and images of these…

Presents a qualitative study of imagination in lower socioeconomic African American young adolescents. Reveals that the youth had few environmental factors enhancing their imaginative ability and spent little time in imaginative activity. Shows that, after a psycho-educational intervention to enhance imagery skills, there was significant change in…

Reflects on experiences of 3- and 4-year-olds after reading "Cat and Alex and the Magic Flying Carpet." Follow-up activities involved children pretending to travel on a magic flying carpet. Notes that children selected locations important in their hearts, minds, and daily lives and that their actions reflected their knowledge of the world, their…

Responding to a definition of creativity, 449 Chinese language teachers identified imagination foremost, followed by inspiration and original ideas as a component of effective writing. Teachers identified developing student confidence and providing an open atmosphere as essential means of fostering creativity. The majority of teachers, however,…

Challenges the notion evident in discourse about children and television that fantasy and make-believe are self-evidently appropriate genres for children and that children are more imaginative than adults. Draws from social psychology and anthropology theories to argue that fantasy and imagination are basic to the way that all humans organize…

Argues that, as the world becomes increasingly less human and more technocratic, staying in contact with whatever is humane requires conscious effort. Suggests the use of poetry writing assignments as a means of preserving children's inventiveness and imagination. Provides examples of poems written by schoolchildren. (SG)

Drama in the classroom means honing thinking skills, increasing comprehension, bringing the written word to life, and fun. And it's effective with general, gifted, and at-risk students from K-12. (Author/TE)