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Illinois Association for Gifted Children Journal, 2002. INSTITUTION Illinois Association for Gifted Children, Palatine

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Illinois Association for Gifted Children Journal, 2002. INSTITUTION Illinois Association for Gifted Children, Palatine DOCUMENT RESUME ED 477 216 EC 309 629 AUTHOR Smutny, Joan Franklin, Ed. TITLE Illinois Association for Gifted Children Journal, 2002. INSTITUTION Illinois Association for Gifted Children, Palatine. PUB DATE 2002-00-00 NOTE 62p.; Published annually. For the 2001 issue, see ED 451 639. AVAILABLE FROM Illinois Association for Gifted Children, 800 E. Northeast Highway, Suite 610, Palatine, IL 60067-6512 (nonmembers, $25). Tel: 847-963-1892; Fax: 847-963-1893. PUB TYPE Collected Works Serials (022) JOURNAL CIT Illinois Association for Gifted Children Journal; 2002 EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Ability Identification; Creative Activities; Creative Writing; *Creativity; Educational Strategies; Elementary Secondary Education; Fine Arts; *Gifted; Home Schooling; *Music Activities; Theater Arts; Underachievement IDENTIFIERS Kenya ABSTRACT This issue of the Illinois Association for Gifted Children (IAGC) Journal focuses on creativity. Featured articles include: (1) "Creativity: What Is It? and What Does It Look Like" (Sally Y. Walker);(2) "What Is Creativity?" (Debbie Cho);(3) "Creativity and Underachievement" (Sylvia Rimm); (4)"Stacy Hayden: Creativity-One Mother's Perspective" (Stacy L. Hayden); (5) "An Immodest Proposal for Preventing the Children We Teach from Being a Burden to Their Parents, Schools,or Country, and for Making Them Beneficial to the Public" (Ray Sheers);(6) "Finding Lost Keys: Creativity and the Fine Arts" (Michael Cannon);(7) "The Future of the Gifted in the 21st Century: The Need for Creative Solutions to Perennial Problems" (Maurice D. Fisher and Michael E. Walters);(8) "Thinking Outside the Box: The Power of Creativity in Content" (Karen Meador and Jim Granada); (9) "Cultivating the Gift of Creative Listening to Music" (Douglas Ashley); (10) "Music: Its Creativity and Integration into the Regular Classroom" (Kathryn P. Haydon);(11) "'Write' Where They Are: Creative Differentiation with Emergent Writing in the Early Childhood Classroom" (Cynthia Riess);(12) "Creative Writing for Gifted Students. (Grades 1-6)" (Joan Franklin Smutny);(13) "The Art of Writing: Using Art To Recognize the Need for Revising in the Creative Writing Process" (Amy Foust); (14) "Creativity in Children's Writing" (Marian R. Carlson);(15) "Creative Children's Theater in Kenya" (Margaretta Swigert-Gacheru);(16) "Differentiating the Unique Characteristics of the Gifted Child" (Michelle A. Navarro and Julianne M. Kraut); and (17) "When Schools Fail: Is Homeschooling Right for You and Your Highly Gifted Child?" (Karen Morse). A list of gifted resources is provided. (Some articles include references.) (CR) Reproductions supplied by EDRS are the best that can be made from the original document. Illinois Association for Gifted Children Journal, 2002 Edited By Joan Franklin Smutny 2002 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 2 BEST COPY MARIAM Illinois Association JOURNAL for Gifted Children A Not-For-Profit Organization 2002 IAGC JOURNAL FOCUS: Cultivating the Gift of Creative Listening CREATIVITY to Music 26 Douglas Ashley From the Editor's Desk 2 Joan Franklin Smutny Music: Its Creativity and Integration into the Regular Classroom 29 Kathryn P. Haydon I CREATIVITY: DEFINITIONS AND NEEDS "Write" Where They Are: Creative Differentiation with Emergent Writing in the Early Creativity: What is it? And what does it look like? 3 Childhood Classroom 31 Sally Y. Walker Cynthia Riess What is Creativity? 4 Creative Writing for Gifted Students(Grades 1-6) 37 Debbie Cho Joan Franklin Smutny Creativity and Underachievement 6 The Art of Writing: Using Art to Recognize the Need Sylvia Rimm for Revising in the Creative Writing Process 40 Stacy Hayden: Creativity-One Mother's Perspective 11 Amy Foust Stacy L. Hayden Creativity in Children's Writing 43 An Immodest Proposal for Preventing the Children Marian R. Carlson We Teach from Being a Burden to their Parents, Schools, or Country, and for Making Them Creative Children's Theater in Kenya 45 Margaretta Swigert-Gacheru Beneficial to the Public 13 Ray Sheers III MISCELLANEOUS: TESTING AND II CREATIVITY AND THE CURRICULUM HOMESCHOOLING Finding Lost Keys: Creativity and the Fine Arts 16 Differentiating the Unique Characteristics Michael Cannon of the Gifted Child 48 Michelle A. Navarro and Julianne M. Kraut The Future of the Gifted in the 21st Century: The Need for Creative Solutions to Perennial When Schools Fail: Is Homeschooling Right for Problems 18 You and Your Highly Gifted Child? 52 Maurice D. Fisher and Michael E. Walters Karen Morse Thinking Outside the Box: The Power of Creativity in Content 23 IV RESOURCES Karen Meador and Jim Granada 56 3 FROM THE EDITOR'SESK Joan Franklin Smutny "Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life.Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, Sir!" Thomas Gradgrind (in Charles Dickens' Hard Times). The above quote by Dickens at the beginning of Hard Times for creative processes in interdisciplinary curricula as well as the could easily apply today. The call for more creativity in education involvement of students in creating art (paintings, performances, (including gifted education) can barely be heard in the hue and cry etc.) themselves. for new, more rigorous ways to transmit "facts" to our nation's Maurice Fisher and Michael Walters recommend a youth. Even in gifted education, creative work is sometimes made comprehensive and unified program in the humanities and arts for to seem less essential than the intensive and accelerated programs gifted students. The design of a core curriculum that would in math and science. Any visitor to America's schools or to its include the humanities, arts, and sciences would expose creative gifted programs would conclude that our society regards creativity children to content, materials, and instruction that could as a positive influence, but not anything the children really need. ultimately define their future. The authors in this issue of the IAGC Journal stand apart in this respect. They recognize the essential nature of creativity in the Karen Meador and Jim Granada's article on "thinking outside growth of gifted children and the profound consequences of its the box" explores ways that teachers can exploit elements of neglect for the future of these children and our nation. creative thinking already embedded in content standards to design Two questions surface throughout the articles:1. What what she calls " 'out of the box' ideas in content-driven exactly does it mean to be creative?2. How can teachers and classrooms." Content standards may seem like inhibiting boxes to parents fulfill the creative needs of gifted students? most teachers, but they are less closed to creative thinking than they appear. Sally Walker provides a vivid picture of what creative behaviors "look like," how creative people can mystify the world Douglas Ashley and Katie Haydon focus on the educational benefits of music in programs for gifted children. Douglas Ashley around them, and how vitally important itisthat schools recognize and nurture creativity in their students. Debbie Cho's emphasizes the need to cultivate the creative art of listening to article contemplates the value of art as a link to every child's music. Analyzing musical structures and styles as well as the lives creative self and examines the reasons why so many talented of significant composers increases students' understanding of students struggle to create when given the chance.Her poem composition and provides meaningful connections to historical eloquently narrates the journey of many creatively gifted people periods. Kathryn Haydon looks at creative methods for and is a tribute to supportive teachers. integrating music into the curriculum. She focuses on how the study of rhythm, sound, and musical styles and structures, for Sylvia Rimm examines the psychological aspect of creativity example, can deepen children's discoveries in other subjects-such and the need for gifted children to develop the inner strength and as mathematics, culture, and poetry. freedom to create without depending heavily on adult approval or reinforcement. She describes ways that we can instill a healthy Cynthia Reiss, Joan Smutny, Amy Foust, and Marian Carlson self-esteem in gifted students and a resiliency that will support explore the art of creative writing. Cynthia Reiss demonstrates them in the face of obstacles or temporary setbacks.Stacy how the principles of differentiated instruction apply to an early Hayden is an excellent example of Rimm's discussion.As a childhood classroom, particularly in relation to emergent writing. newly awakened creative person and a mother, she has learned to She emphasizes the importance of providing variety in writing recognize and nurture creative talent in her children
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