A practicum was designed to help high school students become more creative by encouraging them to be audacious, divergent thinkers capable of entertaining several contradictory ideas simultaneously. Tolerating paradox and ambiguity are vital components in developing creativity. These goals were achieved by developing a nurturing, caring, accepting atmosphere in the classroom, by celebrating differences, by encouraging eccentricity and diversity, by brainstorming, and by the teaching of peer evaluations. Students' work was evaluated in nontraditional ways. Instead of grading all work, portfolio assessment stressing processes as well as product, self-evaluation, and peer response/reaction were the evaluation tools. Students' perception of and definition of creativity deepened and expanded to include all human pursuits, not simply the arts. (Contains 34 references, and 1 table and 1 figure of data. Appendixes present survey instruments, rubrics, and data.) (Author/RS)