Basadur, M. & Thompson, R. (1986) Usefulness of the ideation principle of extended effort in real world professional and managerial creative problem solving. Journal of Creative Behavior, 20 (1), 23-34.

"These results lead the authors to conclude that the belief that extended effort is useful in creative problem solving is supported for real world managerial and technical problem solving in this study. While it does not appear that the most preferred ideas are more likely to come more often at the very end than at the very beginning of the idea series, nevertheless, it does appear that they are more likely to occur after the first early burst of ideas". (p.31)

 

Brockman, J. (Ed.) (1993) Creativity. New York: Touchstone. (153.35/B864c)

Includes contributions from Teresa Amabile, 'Questions of creativity', Howard Gardner, 'Seven creators of the modern era', Richard restak, 'The creative brain', and dean Simonton, 'Genius and chance: A Darwinian perspective'.

 

Brown, M. (1983) The Inventive 'I': Innovation to Ingenuity. La Habra: Foxtail Press.

Includes chapters on 'The character of invention', 'Innovation applies imagination to reality', 'Resourceful thinking produces ingenuity', 'The process of inventing' and 'The patent system registers invention'.

 

Brown, A.E. & Jeffcott, H.A. (1970) Absolutely Mad Inventions. New York: Dover Publications. (608.773/B877B)

An illustrated compilation of proposed inventions from the records of the United States Patent Office.

 

Castiglione, L.V. (1986) Creativity: Concept to measurement to educational goal. Design for Arts in Education, 88 (1), 27-32.

Attempts to clarify what is meant by creativity. Warns that "there is no substantial evidence that creativity training actually generalizes far beyond the classroom door to everyday behavior." (p.32)

 

Chislett, L.M. (1994) Integrating the CPS and Schoolwide Enrichment Models to enhance creative productivity. Roeper Review, 17 (1), 4-7.

"This article compares the components of Creative Problem Solving (CPS) to the investigative procedure of Type III enrichment in the Schoolwide Enrichment Model to show that the two models are complimentary. Training in and use of the CPS heuristic with Type III enrichment is offered an an integrated approach for authenticating problem solving activity and enhancing student creative productivity." (p.4)

 

Craft, A. (2000) Creativity Across the Primary Curriculum. London: Routledge. (370.157/C885c)

'This book draws on empirical research and philosophical thinking from both sides of the Atlantic to explore the nature of the creative mind. The role of play is investigated and distinctions made between play and creativity. … The personal and professional identities of teachers are explored and ways of analysing and describing creative practice are considered.' (p.i)

 

Davis, G.A. & Scott, J.A. (1978) Training Creative Thinking. New York: Robert E. Krieger. (153.35/D261T)

Contains 23 papers covering synectics, creative thinking techniques, creativity training, and examples and rationales of test tasks for assessing creative abilities.

 

Davis, G.A. (1986) Creativity Is Forever. Dubuque: Kendall/Hunt. (153.42/D261c, 1986)

"This book was prepared for any adult reader interested in understanding the topic of creativity, becoming a more creative person, or teaching others to think more creatively." (p.xi)

 

Davis, G.A. (1987) What to teach when you teach creativity. Gifted Child Today, 10 (1), 7-10.

"The present recommendations to 1) teach creativity consciousness, 2) reinforce creative traits, 3) help students understand creativity, 4) teach principles of creativity and problem solving, 5) teach idea- finding techniques, 6) exercise creative abilities, and 7) involve students in creative activities should help make creativity training more sensible, comprehensible, organized and effective." (p.10)

 

Davis, G.A. (1989) Objectives and activities for teaching creative thinking. Gifted Child Quarterly, 33 (2), 81-84.

Outlines five objectives and lists activities and materials designed to help achieve these.

 

de Bono. E. (1986) CoRT Thinking. Chicago: SRA. (CR153.42/D287c/1986)

Comprises five packs of student workcards, each of which may be used, and borrowed, separately. CoRT 1, 'Breadth', is the most commonly used but see also CoRT 2, 'Organization', CoRT 3, 'Interaction', CoRT 4, 'Creativity' and CoRT 5, 'Information and Feeling'.

 

de Bono. E. (1986) CoRT Thinking: Teacher's Notes New York: Pergamon. (CR153.42/D287c, 1986)

There is one of these booklets for each of the sets of workcards (see above), with parallel numbering and subtitles, e.g., '1: Breadth'. Each booklet provides lesson notes and background information.

 

de Bono, E. (1992) Six Thinking Hats for Schools. Melbourne: Hawker Brownlow Education. (CR153.42/D287s) [v.1 - v.4, see below]

The six hats are explained and for each there is provided a set of 'Teacher notes' and set of 'Student activities'. If borrowing please note that there are four versions of this resource book: Book 1 (Lower primary - v.1), Book 2 (middle/upper primary - v.2), Book 3 (Lower secondary - v.3) and Book 4 (Middle/upper secondary - v.4).

 

de Bono, E. (1994) Parallel Thinking. London: Viking. (153.42/D287p)

Subtitled 'from Socratic to de Bono thinking'. "Traditional thinking uses adversarial argument and refutation to explore a subject. Parallel thinking uses cooperative 'parallel' thinking. ... The essence of parallel thinking is to move forward from possibilities, in contrast to exercising judgement at every moment." (p.x)

 

Delcourt, M.A.B. (1993) Creative productivity among secondary school students: Combining energy, interest, and imagination. Gifted Child Quarterly, 37 (1), 23-31.

"This study identified 18 secondary school students who exhibited creative productive behaviour by engaging in first-hand investigations of self-selected topics both in and out of school. (p.30) "When students know that they can make significant contributions through their projects, they derive a sense of pride from their actions and are more likely to exhibit these types of behaviours in the future." (p.31)

 

Duffy, B. (1998) Supporting Creativity and Imagination in the Early Years. Buckingham: Open University Press. (370.157/D858s) [See under Early Childhood]

 

Eberle, B. (1990) Scamper On. Melbourne: Hawker Brownlow. (371.397/E16s)

A set of activities and ideas associated with the SCAMPER technique.

 

Eriksson, G.I. (1989) Developing creative thinking through an integrated arts programme for talented children. Gifted Education International, 6 (1), 8-15.

"This paper discusses the nature and development of creative thinking in relation to expression and communication in the arts based on the results of an evaluation study of an Integrated Arts Programme." (p.8)

 

Feldhusen, J.F. & Clinkenbeard, P.R. (1986) Creativity instructional materials: A review of research. Journal of Creative Behavior, 20 (3), 153-182.

"Fostering creativity in the classroom involves the establishment of conditions for new, complex kinds of student behavior, which lead to extended involvement of the schools in real problems,, not merely 'exercises and activities.'" (p.178) Reviews various materials and approaches to teaching creativity.

 

Feldhusen, J.F. & Treffinger, D.J. (1977) Teaching Creative Thinking and Problem Solving. Dubuque: Kendall/Hunt. (370.152/F312T)

Covers 'Teaching children to think', 'Special needs of disadvantaged children', 'Methods of teaching creativity and problem solving', 'How to get a project started in your classroom', and a major section of 'Reviews of instructional material and books for teaching creativity and problem solving'.

 

Feldhusen, J.F. & Treffinger, D.J. (1980) Creative Thinking and Problem Solving in Gifted Education. Dubuque: Kendall/Hunt. (370.152/F312T, 1980)

Includes 'Teaching creative thinking and problem solving to the gifted, creative and talented', 'Methods of teaching creativity and problem solving', 'How to get a project started in your classroom', and an extensive set of reviews of commercially available material in the U.S.A.

 

Ferguson, V. (1987) Five reasons for a daffodil: One way of coping with creative children in the classroom. Primary Education, 18 (1), 5-9.

Describes the operation of an Inventor's Club for "bright and creative" primary school children - how they were selected, how it was organised, examples of activities undertaken and examples of children's responses to some of these.

 

Flack, J.D. (1989) Inventing, Inventions and Inventors. Englewood: Teacher Ideas Press. (608/F571i)

This 'teaching resource book' includes sections on the past, present and future of inventing, with a section on the humorous side of inventing and an introduction to numerous techniques such as CPS, SCAMPER, Synectics, forced relationships, futures wheels, Delphi polls, scenario writing and imagineering.

 

Flaherty, M.A. (1992) The effects of a holistic creativity program on the self-concept and creativity of third graders. The Journal of Creative Behavior, 26 (3), 165-171.

"The study predicted that a twelve week intervention of creative, multimodal activities would increase self-concept, and cognitive and affective creativity in third graders. The data show that subjects in the experimental group performed significantly higher than the control group on measures of self-concept, and the elaboration dimension of cognitive creativity." (p.169)

 

Gnezda-Smith, N. (1994) The internal forces of creativity: When hearts start to flutter. Roeper Review, 17 (2), 138-143.

"Four artistic people were interviewed, including an eleven year old, a high school student, a college student, and an adult with a well-established career. ... The people in the study described conscious and unconscious thought which alternated throughout their creative processes, emotions which precipitated creative activity and intermingled with cognition, and instrinsic motivators and rewards." (p.138)

 

Gudeman, J. (1984) Creative Encounters with Creative People. Carthage: Good Apple.

Includes brief biographical sketches followed by various activities associated with the lives and ideas of such people as Hans Christian Anderson, Walt Disney, Thomas Edison, Henry Ford, Helen Keller, David Livingstone, Wolfgang Mozart and Isaac Newton.

 

Gunter, M. (1987) Developing creative thinking. TalentEd, 19, 5-11.

A review of the de Bono's CoRT material, based on a trial with a Year 9 English class.

 

Hunsaker, S.L. & Callahan, C.M. (1995) Creativity and giftedness: Published instrument uses and abuses. Gifted Child Quarterly, 39 (2), 110-114.

"This article reports a study of [USA] schools' assessment of creativity as part of their identification procedures for gifted programs. ... Districts often select instruments for assessment of creativity without attending to the definition of the construct." (p.110)

 

Kegley, J.F. & Siggers, W.W. (1989) The creative child in an orderly environment: The parents' challenge. The Gifted Child Today, 12 (4), 2-5.

"Parents need to balance the requirements of structure with the initiative of creativity. Of the two, structure is more easily understood. Structure is clearly delineated by the rules of institutions. What is less clear are the obstacles that impede creativity." (p. 4) Nine obstacles are discussed: insecurity, fear of uncertainty, ritualistic problem solving, dogmatic dichotomous thinking, inner resourcelessness, lack of playfulness, restricted affect, forcing premature solutions to problems, and lack of self-assertiveness.

 

Khatena, J. (1978) The Creativity Gifted Child: Suggestions for Parents and Teachers. New York: Vantage Press. (371.95/K63c)

Discusses changing concepts of intelligence, measures of creativity, activities to stimulate creative thinking, and problems of creative children.

 

Kohn, A. (1987) Art for art's sake. Psychology Today, 21 (9), 52-57.

Summarises Teresa Amabile's research on creativity. "People will be most creative when they feel motivated primarily by the interest, enjoyment, satisfaction and challenge of the work itself - and not by external pressures." (p.55)

 

Landau, E. (1991) The Courage to be Gifted. Melbourne: Hawker Brownlow Education. (649.155/L253c)

"I am strengthened in my belief that the creative approach is the basis for all self-actualization, the actualization of a person's gifts and talents. Therefore, for me creativity and giftedness are tightly interwoven. Both of these, creativity as well as talent, require the courage to be different from the average." (p.1) The fifteen short chapters include 'The creative attitude', 'The creative approach to education of the gifted', 'Aggression as creative energy', 'Parents and their gifted child', Problems parents see in the gifted children', 'Creative questions for the future', and four case studies.

 

Lewis, G. (1991) The need to create: Constructive and destructive behavior in creatively gifted children. Gifted Education International, 7 (2), 62-68.

"The article explores the relationship of 'creation' and 'destruction' in the creative process, however it argues that the destructive element can be transformed into a constructive element. This is achieved where creativity is rewarded and accepted in an atmosphere of tolerance. The writer discusses the negative effects of the repression of creativity and suggests that supported creative expression leads to mental health. She reports the findings of a research study to substantiate her hypotheses and makes suggestions for improved educational practice." (p.62)

 

Lytton, H. (1971) Creativity and Education. London: Routledge & Kegan Paul. (370.152/L998C)

Covers the creative process, convergent and divergent thinking, nurturing creativity, and the creative child at school. Includes a short appendix containing creativity test items.

 

Mason, B. (1989) It's in our CoRT now. Support for Learning, 4 (3), 175-180.

Discusses some of de Bono's CoRT materials, with examples from his own trialling of them at Heathfield Senior High School.

 

McAuliff, J.H. & Stoskin, L. (1987) Synectics: The creative connection. Gifted Child Today, 10 (4), 18-20.

"The three phases of synectics (direct analogy, personal analogy, and symbolic analogy) give students an opportunity to see the familiar in strange new ways." (p.20)

 

Meador, K.S. (1994) The effect of synectics training on gifted and nongifted kindergarten students. Journal for the Education of the Gifted, 18 (1), 55-73.

"The current study confirmed that training in synectics, which is seldom used with young children, is an effective strategy for use in kindergarten. Although it revealed no significant differences between the experimental and control group in measured self-concept or verbal skills, it did demonstrate the positive effect of the training on student creativity. The training was beneficial for both gifted and nongifted students." (p.69)

 

Milgram, R.M. & Hong, E. (1993) Creative thinking and creative performance in adolescents as predictors of creative attainments in adults: A follow-up study after 18 years. Roeper Review, 15 (3), 135-139.

"The findings suggest that creative thinking and creative performance are better predictors of adult life accomplishment than intelligence or school grades. ... As might be expected, school grades in adolescence predicted academic achievement in adults. However, grades in school were unrelated to any accomplishments in adult life outside the academic area. Intelligence test scores did not predict adult life accomplishment in a single life area." (p.138)

 

Monson, J.A. (1994) Getting serious about humor. Gifted Child Today, 17 (5), 14-17, 40-41.

Discusses the link between humour and creativity and suggests ways of using humour with gifted students: e.g., 'Tom Swifties', 'Boners', 'How's business' jokes, hunting for headlines, create a laugh centre.

 

Morgan, S.R. (1992) An analysis of behavioral differences of emotionally disturbed children assessed high on creativity. Psychology in the Schools, 29 (4), 301-306. [See under Social/Emotional Development]

 

Necka, E. (1989) Stimulating curiosity. Gifted Education International, 6 (1), 25-27.

"The article discusses the development and nurturing of curiosity and suggests the following principles: The rewarding of questioning, the use of open questions, delaying answers, accepting that knowledge is not finite and that our vision of the world is incomplete. The writer also suggests various teaching techniques: brainquestioning, role playing, hypothesizing and pursuing curiosity." (p. 25)

 

Perkins, D.N. (1984) Creativity by design. Educational Leadership, 42 (1), 18-25.

"Schools can promote creative thinking by focusing on aesthetics, purpose, mobility, objectivity, and intrinsic motivation, and by encouraging students to work at the edge of their competence." (p.18)

 

Perry, F. (1995) Exploring and developing creativity in young people. In J. Edwards (Ed.) Thinking: International Interdisciplinary Perspectives. Highett: Hawker Brownlow Education. pp.277-285. (153.42/T443, 1994)

Explains strategies for developing the inner voice and the inner eye - e.g., Moon art, Doodlebreak, Mapping, Brain photocopier, Mind walking, Improvisation, and Shifting perspective.

 

Renzulli, J.S. (1979) New Directions in Creativity: Mark 1/2/3. New York: Harper & Row. (372.8/R424N, Vol. 1/2/3)

"The creativity training program described in this manual represents one attempt to provide both teachers and students with a set of materials that will help them learn a variety of ways for expressing their creative potential. Creativity is a dynamic process that involves 'a way of looking at things'; therefore the activities included in this program are designed to broaden the way that youngsters look at their world." (p.1, Vol.1) Based on part of Guilford's Structure of the Intellect model.

 

Rimm, S.B. (1987) Marching to the beat of a different drummer. Gifted Child Today, 10 (1), 2-6.

Discusses characteristics of creative underachievers and what parents and teachers can do to help them. "Creative children often feel so internally pressured to be creative that they define their personal creativity only as determined nonconformity." (p.6)

 

Rimm, S., Davis, G.A. & Bien, Y. (1982) Identifying creativity: A characteristics approach. Gifted Child Quarterly, 26 (4), 165-171.

Four inventories are discussed - GIFT, GIFFI I and II, and PRIDE. "The characteristics approach as measured by self-report inventories appear to be an efficient and effective method of selecting creative students ... when combined with at least one other method." (p.171)

 

Rose, L.H. & Lin, H. (1984) A meta-analysis of long-term creativity training programs. Journal of Creative Behavior, 18 (1), 11-22.

"The overall results of the meta-analysis suggest that training does affect creativity." (p.22)

 

Runco, M.A. (1993) Creativity as an Educational Objective for Disadvantaged Students Storrs: National Research Center on the Gifted and Talented. (CR371.9043/R939c) [See under Underachievers/Special Populations - General]

 

Runco, M.A. (1993) Divergent thinking, creativity and giftedness. Gifted Child Quarterly, 37 (1), 16-22.

"This article reviews the most recent research on divergent thinking. Several new assessment techniques are reviewed, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation." (p.16)

 

Runco, M.A. & Nemiro, J. (1994) Problem finding, creativity, and giftedness. Roeper Review, 16 (4), 235-241.

"This article reviews the research showing problem finding to be distinct from problem solving, as well as the research supporting its role in intrinsically motivated creative performances. ... Specific educational implications and suggestions for developing the problem finding skills of gifted children are discussed." (p.235)

 

Smith, N. & Ainsworth, M. (1985) Ideas Unlimited. Melbourne: Nelson. (658.314/S655I)

Concerned with promoting creative and innovative management but outlines many techniques of general applicability - e.g. slip writing, brainstorming, semantic processes, matrices.

 

Stanish, B. (1990) Mindanderings: Creative Classroom Approaches to Thinking, Writing and Problem Solving. Carthage: Good Apple. (CR370.157/S786m)

Provides examples of classroom uses for morphological synthesis, attribute listing, and analogies and metaphorical associations.

 

Stanish, B. (1986) Mindglow. Carthage: Good Apple. (153.4207/S786M)

Subtitled 'Classroom Encounters with Creative Thinking'. Contains activities for promoting creativity - e.g. 'Different ways of giving a book report', 'Ambiguities', 'Mind food', 'Improving', 'Seashells or how to organize a topic for creative expression'.

 

Starko, A.J. (1995) Creativity in the Classroom. White Plains: Longman. (370.157/S795c)

In particular see chapter 4, 'Creativity and talent development', chapter 5, 'Creativity in the content areas', chapter 6, 'Teaching creative thinking skills and habits' (which covers SCAMPER, attribute listing, synectics, visualisation, CPS), and chapter 7, 'Motivation, creativity, and classroom organization'.

 

Sternberg, R.J. & Lubart, T.I. (1993) Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37 (1), 7-15.

"This article presents an 'investment' view of creative giftedness. Creatively gifted individuals 'buy low and sell high.' In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. ... In order to buy low and sell high, one needs a combination of six resources that function interactively: intelligence, knowledge, styles of thinking, personality, motivation, and environment. Each of these resources and its role in creative giftedness is described." (p.7)

 

Torrance, E.P. (1977) Encouraging Creativity in the Classroom. Dubuque: Wm. C. Brown. (371.3/T688E)

Discusses principles and specific ideas for encouraging creativity in children - e.g. the 'magic net' for creating and acting out stories (pp.3-5), 'going beyond textbooks' (pp.81-90), 'a poetry project in a Baltimore slum' (pp.111-112) and 'what happens when teachers are respectful of unusual questions and ideas' (pp.117-119).

 

Torrance, E.P. (1984) The role of creativity in identification of the gifted and talented. Gifted Child Quarterly, 28 (4), 153-156.

Suggests five policies and procedures regarding the identification of the gifted/talented, e.g. "Creativity should almost always be one of the criteria, though not the sole criterion." (p.155)

 

Treffinger, D.J. (1986) Research on creativity. Gifted Child Quarterly, 30 (1), 15 19.

"What is the relationship of creativity to gifted behavior? The author raises key questions relative to previous research in the field. He builds and defends a model for weaving creativity into the fabric of exceptional performance in any arena of endeavor." (p.15)

 

Wallace, B. (1986) Creativity: some definitions: The creative personality; the creative process; the creative classroom. Gifted Education International, 4 (2), 68-73.

An overview of creativity and how to foster it.

 

Wallace, D.B. & Gruber, H.E. (1989) Creative People at Work. New York: Oxford University Press. (153.35/W188c)

"Our book is about how creative people do what they do. It has three main aspects: we present a unifying theoretical approach to creative work, one that welcomes and takes account of the natural diversity of creators and their products; we grapple with the problem of simultaneously insisting on the uniqueness of each creative person and remaining true to the goal of contributing to the scientific understanding of creativity; and we provide a set of case studies of creative people at work, illustrating both the unity of our approach and the diversity of creative people." (p.v)

 

Wassermann, S. (1992) Serious play in the classroom: How messing around can win you the Nobel Prize. Childhood Education. 68 (3), 133-139.

"The creation of new ideas does not come from minds trained to follow doggedly what is already known. Creation comes from tinkering and playing around, from which new forms emerge." (p.134) Cites the case of Richard Feynman as an example of the link between play and significant outcomes and discusses 'building curriculum based on serious play'.

 

Williams, F.E. (1972) A Total Creativity Program for Individualising and Humanizing the Learning Process: Identifying and Measuring Creative Potential. (Vols 1 and 3) Englewood Cliffs: Educational Technology Publications. (371.3/W723t)

Includes a volume on 'Identifying and measuring creative potential', another on 'Encouraging creative potential', a teachers handbook, demonstration cassettes and a teaching strategies packet.

 

Willings, D. (1988) The creative mind. Gifted Education International, 5 (3), 142-147.

"This article documents some of the qualities which can be brought out by sensitive teaching. It is a myth that creativity will surge anyway. Some of the problems which can, and very often do, inhibit the creative process are also discussed." (p.142)

 

Willings, D. & Chamberlin, N.J. (1992) Autonomous imagery - a new approach to meetings. Gifted Education International, 8 (1), 10-15.

"The writers outline a double procedure for meetings: one procedure deals with general administrative matters and the second procedure concentrates on "allowing ideas to come" about problems using the process of "free association" of ideas. Willings and Chamberlain provide details of a number of brief case-studies of under-achieving pupils who were helped by their mentors after "case conferences" which relied on "free association" of ideas. In addition mentors themselves were often helped to resolve their own problems through insights derived from the meetings." (p.10)

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