Creativity in the English Program, Study Group Paper No. 3 [electronic resource] : Caveat from One Who's Been Away for a Week; Final Statement; Suggested Inservice Course for Teachers; Examples of Useful "Creative" Lessons; and Examples of Materials from Student-Centered Anthologies / David Holbrook and Others.
This paper asserts the central function of creativity as a basis of approach to English teaching as an art. Creative writing is discussed as one attempt to discover, release, and enrich the potentialities of being and to give order and structure to the inner world of the child. In order to develop c...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1966.
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MARC
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| 099 | |f ERIC DOC # |a ED082208 | ||
| 100 | 1 | |a Holbrook, David. | |
| 245 | 1 | 0 | |a Creativity in the English Program, Study Group Paper No. 3 |h [electronic resource] : |b Caveat from One Who's Been Away for a Week; Final Statement; Suggested Inservice Course for Teachers; Examples of Useful "Creative" Lessons; and Examples of Materials from Student-Centered Anthologies / |c David Holbrook and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1966. | ||
| 300 | |a 56 p. | ||
| 500 | |a ERIC Document Number: ED082208. | ||
| 500 | |a ERIC Note: Working papers of the Anglo-American Seminar on the Teaching and Learning of English (Dartmouth College, Hanover, New Hampshire, Aug. 20-Sept. 16, 1966); For related documents see CS200684-691 and CS200693-200700. |5 ericd. | ||
| 520 | |a This paper asserts the central function of creativity as a basis of approach to English teaching as an art. Creative writing is discussed as one attempt to discover, release, and enrich the potentialities of being and to give order and structure to the inner world of the child. In order to develop creativity in children, teachers are encouraged to: become aware of how children's inner problems are symbolized; understand literature and art, in terms of symbolic meaning; and experience creative exploration themselves. Effective response to creative writing is discussed. Appendix A lists books on creative writing and on the nature of children and their inward developments. Appendix B suggests equipment and practical points for approaching creative writing, such as class size and structure and various activities designed to elicit initial responsiveness. Commenting papers on the nature and concept of creativity, a final statement on Holbrook's paper, and a proposal for an in-service course for teachers on creativity are included. (LL) | ||
| 650 | 0 | 7 | |a Aesthetic Education. |2 ericd. |
| 650 | 0 | 7 | |a Art Expression. |2 ericd. |
| 650 | 0 | 7 | |a Conference Reports. |2 ericd. |
| 650 | 1 | 7 | |a Creative Activities. |2 ericd. |
| 650 | 0 | 7 | |a Creative Expression. |2 ericd. |
| 650 | 1 | 7 | |a Creative Writing. |2 ericd. |
| 650 | 1 | 7 | |a Creativity Research. |2 ericd. |
| 650 | 0 | 7 | |a English Curriculum. |2 ericd. |
| 650 | 1 | 7 | |a English Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Imagination. |2 ericd. |
| 650 | 0 | 7 | |a Self Expression. |2 ericd. |
| 650 | 0 | 7 | |a Symbolism. |2 ericd. |
| 710 | 2 | |a National Association for the Teaching of English. | |
| 710 | 2 | |a National Council of Teachers of English. | |
| 710 | 2 | |a Modern Language Association of America. | |
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