Anyone with an interest in the problems of highly creative children will find this volume useful in guiding a wide range of creative talent at all age and educational levels. In preparing this material, I have drawn most heavily upon my own research and that of my colleagues concerning the creative thinking of children, adolescents, and adults. Although my emphasis is upon the problems of highly creative children, I believe you will find these materials useful in guiding a wide range of creative talent at all age and educational levels. I have also attempted to give these research findings and observations meaning from my experience as a teacher, counselor, and principal in a high school and as a college teacher and counselor, roles in which I have met many highly creative individuals. I have also drawn upon my research concerning behavior under emergency and extreme conditions, especially situations involving coercion.
If there’s no stability in the corporate world, why not do what you love? Creative Girl shows women how to turn their talents into a money-making career…smartly. Whether readers are just tapping into their creativity and want to see where it takes them, or if they’re already making a creative living and know it’s time to grab hold of the next level of success, this book has specific advice for women at varying stages. Author Katharine Sise has certainly “walked the walk” of a creative entrepreneur, as she created her own jewelry line that has won the praise of celebrities and the fashion world. Here she provides ideas for sparking one’s creative talent (through meditating and journaling), and narrowing down what career lifestyle is right for each reader. She also shares insider tips on the realities of navigating a creative career and handling a business—such as how to brand yourself and how to build a platform and garner publicity. Katharine debunks the myth of the “starving artist” and shows how one can turn inspiration into a profitable livelihood.
Developing Creative Talent in Art is a guide for parents, teachers and others interested in developing creative art talent of young people. Visual art has its own language system by which the artist communicates to others thoughts, ideas and feelings about the world as they see them. First experienced as images and then codified in art language form, information about the world in this dual form is processed by creative imagination to produce original art works. Both the language of visual art and creative processing techniques are presented by example and instructional application so that students can compose art not only intuitively but also at will. The book is based on the assumptions that: (1) being able to recognize and know how to identify creative individuals with special talent in art, guidance can be given to maximize the achievement of their potential; (2) understanding creative imagination as process and skill will provide tools to talented individuals for their development in art; (3) mental images constitute the earliest informational source prior to their symbolization in one language form or another; (4) visual art has its own language, derived at first from mental imagery, and just as someone learns and uses the language of words, the artist learns and uses the language of art in productive expression; (5) individuals can be taught to use creative imagination to process all kinds of information and its art language-imagery correlates to produce original works; and (6) feedback in terms of appraisal of student art is essential to foster and guide developing art talent. We provide information about the nature of creativity and talent approaches to identify individuals possessing these potentials generally and art specifically , the nature of creative imagination and its significance and relevance in art imagery as the language of discovery, and the language of art design as order and composition in art, creative imagination as process and teachable skills, instruction in how they may be used to produce art works with relevant practical exercises, the nature of color and its role in art production, and approaches that can be used to evaluate student art.
WINNER OF THE BEST START-UP INSPIRATION BOOK AWARD AT THE 2019 BUSINESS BOOK AWARDS 'A book to devour from start to finish - easy to do as it is accessibly-written and oh so fascinating - and then to dip into later for reference.' - Joanna Reeves Do you have a passion for making beautiful objects? Are you wondering whether you can take the next step and turn your creativity into a career? This inspirational guide offers easy-to-follow advice from talented and creative industry experts. There are practical exercises that will help you sell your creations, choose the right time to start your business, and guide you through as you do so. With The Creative's Guide to Starting a Business, you will discover the best way to: Create pieces that sell Write a business plan Identify and reach customers Research the competition Price products and test the market Promote the business successfully Packed with interviews, encouraging real life stories, and tips from successful entrepreneurs who started with a passion and turned it into their own successful, creative business, this practical guide will take you through the very first steps of defining creative and financial success to ultimately establishing a rewarding start-up.
"This book presents a comprehensive, practical, evidence-based approach to transform teaching and learning to focus on the long-term aim of educating our future creative problem-solvers who will identify, develop, and apply their diverse gifts and talents in meaningful ways. Current research that shows even our best schools may not be preparing students for the challenges of the current global economy. The Global Education Reform Movement, with its emphases on standardization, accountability, and testing, has left many of our students disengaged, unmotivated, and underachieving. The most serious crises occur among poor and minority students with potential for high achievement but little opportunity to develop it. Schools need a comprehensive approach for motivating, engaging, and educating innovators across diverse student populations. This book presents such an approach through a new model called Talent-Targeted Teaching and Learning, a brain-based model for talent development which fosters students' content expertise, metacognition, and creative problem-solving. This model demonstrates how students can achieve the required curriculum content standards while they work toward long-range aims for talent development. Educators learn hands-on techniques to target, teach, and assess the cognitive and psychosocial aptitudes of students, such as creativity, insight, persistence, and logical reasoning. Talent-Targeted Teaching and Learning applies the psychology of motivation, engagement, and achievement to practical methods that educators can use to develop a curriculum focused on long-term aims for talent development"--
According to Dr. Stephen Marcone, personal management is still the weakest link in a music business that operates by fragmenting its product. This comprehensive new edition: includes an updated recording agreement with current industry language and a sample merchandising agreement; takes into account the many changes in concert promotion; and features descriptions of new legal battles. Use this book as a helpful reference for: touring, publicity, contracts, marketing, trademarks, copyrighting, enhancing creativity and much more. "Straight-forward and up-to-date, this is an easy-to-understand and all-encompassing primer for aspiring bands and managers." - Walter O'Brien, Owner, Concrete Management, Inc. (manager of Pantera and others) Dr. Stephen Marcone is Director of Music Graduate Studies and Professor of Music at William Paterson University in Wayne, New Jersey.
In Perspectives in Creativity experts in the psychology of creativity take stock of the field by examining their own experiences. The contributors relate how they embarked on their work, how their ideas developed, what in their thinking remained the same, what had changed, and how they evaluate their successes and failures. The introductory chapter provides a historical context for subsequent contributions. J. P. Guilford then describes the development of the field of creativity from the perspective of the Structure of Intellect model. Donald W. MacKinnon describes his work at the Institute of Personality Assessment and Research. J. W. Getzels and Mihalyi Csikszentmihalyi recount in the following chapter how, though starting with a conception of creativity as a problem-solving process, they were driven through their work with artists to a conception of creativity as also a problem-finding process. In the fifth chapter, Frank M. Andrews describes his investigations of the social and psychological factors in scientific laboratories. Frank Barron examines the problem of creativity and alienation. Anne Roe analyzes the sources and development of paintings as reported by twenty artists. In the following chapter, Salvatore Maddi examines the widely held belief that social integration and a permissive environment are conducive to creative endeavor. In chapter 9, Calvin Taylor and Richard Ellison describe the development of the Utah program of assessment and intervention with regard to the creativity of children in the classroom. Next, Sidney Parnes discusses his work on "brainstorming" and its emphasis on a balance between imagination and judgment, freedom, and discipline. George Prince tells of the development of "synectics" since its early formulation and recounts its application to creative production in industry. E. Paul Torrance then examines recent creativity in the schools and describes his own efforts in devising diagnostic tests and educati
Recently, a new understanding of creative thought and creative performance has surfaced. It has also attracted the attention of early childhood professional organizations and researchers. Professional organizations have included it in their publications and conferences. While current creativity researchers have initiated a far more sophisticated understanding of young children’s creative thinking, ways to assess creativity, strategies to promote creativity, and research methodologies. The purpose of this volume is to present a wide range of different theories and areas in the study of creativity to help researchers and theorists work toward the development of different perspectives on creativity with young children. It focuses on critical analyses and reviews of the literature on topics related to creativity research, development, theories, and practices. It will serve as a reference for early childhood education researchers, scholars, academics, general educators, teacher educators, teachers, graduate students, and scientists to stimulate further “dialogue” on ways to enhance creativity. The chapters are of high quality and provide scholarly analyses of research studies that capture the full range of approaches to the study of creativity --- behavioral, clinical, cognitive, cross-cultural, developmental, educational, genetic, organizational, psychoanalytic, psychometric, and social. Interdisciplinary research is also included, as is research within specific domains such as art and science, as well as on critical issues (e.g., aesthetics, genius, imagery, imagination, insight, intuition, metaphor, play, problem finding and solving). Thus, it offers critical analyses on reviews of research in a form that are useful to early childhood researchers, scholars, educators, and graduate students. It also places the current research in its historical context. The volume is also of interest to the general readers who are interested in the young children’s creativity. The chapters are authored by established scholars in the field of young children’s creativity.
