DCCUMENT RESUME ED 140 559 EC 101 236 AUTHOF Grloff, Jeftrey H., Ed. TITLE Creativity and th1e Gifted/Talented Child. PUB LATE FEL 77 NOTE 1,C8p.; Proceedings of the Northern Virginia Conference on Gifted/Talented Education (2nd, Falls Church, Virginia, February 25, 26, 1977) EDRS PICE MF-$0.83 HC-$6.C1 Plus Postage. DESCRIPTORS Conference Reports; *Creativity; Cultural Differences; *Educational Programs; Elementary Secondary Education; *Gifted.; LearningDifficulties; *Talented Students IDENTIFIEES *Gifted Handicapped ABSTRACT Presented ar7 papers by keynote speakers andworkshop session leaders from a-1977 conference onCreativity and the Gifted/Talented Child. Following a copy of the conference program are entries with the following titles and authors:"Creative Potential and Educational Experience--A Rationale forCreative Education Programs"(S. Parnes) ;"Teaching the Gifted and Talented--Preparing Educators for the Gifted/Talented-A Challenge" (D.Sisk) ;"Needed Programs for the Gifted" (J. Gallagher); "AHumanistic Approach to the.Gitted/Talented Child" (D.Brown) ; "Reaching the Learning Disabled Gifted" (B. Given); "The Vulnerability of the Gifted Child" (M. Rose); "Young, Black, and Gifted--TheCulturally Different Child" (C. Brooks) ; "o Gifted Girls BearSuccess?"(C. Becker); "Science Approaches for the Gifted Middle Schooler" (D.Brandewie) ;"Reading Motivators tor High Potential Learners--GradesK-8"(M. Rourke) ;and "A Group Encounter Strategy throughCreative Writing or 'How to Stuff Wild Ducks'"(H. JEllen). Provided after each oftheir papers are the publications of each keynote .speaker, and included is aselected- reading list c hockE cn creativity. (SE1H) #*#**************************************M************************### Documents acquired by ERIC include manyinformal unpublished * materials not available from other sources.ERIC makes every effort * * to obtain the best copyavailable. Nevertheless, items of marginal * reproducitility are often encounteredand this affects the quality * of the microfiche andhardcopy.reproductions ERIC makes available * via the ERIC Document ReproductionService (EDRS) .IDES is not * responsible for the quality of theoriginal document. Reproductions * * supplied by EDRS are the best that canbe made from the original. 4 CTs ON' CONTENTS Ln- c: v-1 ACKNOWLEDGMENTS iv CD INTRODUCTION 1 I. THE KEYNOTE SPEAKERS 1. ,CREATIVE POTENTIAL AND THE EDUCATIONAL EXPERIENCE 4 A Rationale for Creative Education Programs Sidney J. Parnes PUBLICATIONS F SIDNEY J. PARNES 21 2. TEACHING THE GIFfED AND-TALENTED 25 Preparing Educators for the Gifted/Talented: A Challenge Dorothy A. Sisk PUBLICATIONS OF DOROTHY A. SISK 32 3. NEEDED PROGRAMS FOR-THE GIFTED 35 James J. Gallagher PUBLICATIONS OF JAMES J. GALLAGHER 49 II. WORKSHOP LEADERS 4. A HUMANISTIC APPROACH TO THE GIFTED/TALENTED CHFLD 54 Daniel L. Brown 5. REACHING THE LEARNING DISABLED GIFTED 59 .Barbara K. Given 6. THE VULNERABILITY OF THE GIFTED CHILD 69 Mithael B. Rose YOUNG, BLACK AND GIrTED 77 The Culturally Different Child Camay Brooks 8. DO GIFTED GIRLS FEAR SUCCESS? 81 ConnleBe6er 9. SCIENCE APPROACHES FOR THE GIFTEDMIDDL'E SCHOOLER 88 Don Brandewie 10. READING MOTIVATORS FOR HIGH POTENTIAL LEARNERS: GRADES K-8 91 Marty Rourke 11. A GROUP ENCOUNTER STRATEGY THROUGH CREKIVE WRITING OR "HOW TO STUFF 'WILD' DICKS" 4s 96 Hans G. Jellen III. SELECTED READING LIST OF BOOKS ON CREATIVITY 99 iii ACKNOWLEDGMENTS For their dedicatiOn and hard work,I would like to acknowledge the following people for their help in making the SecondAnnual Northern Virginia Conference on Gifted/Talented Education the huge success it was. 'Homer Allan Barbara Given Sidney J. Parnes Betty Ann Armstrong Andrea Gregg Steven Phenny Jim Bailey John Grossi Mary Carol Potter Frank Barr Bea Gustafson Lydian Pow Tacey Battley Richard Hills Vian Powers Bonnie Becker Katherine Hopper Paul Richard Dee Bennett Richard Howell Bryna Rifkind Marlene Blum Barbara Jackson Mike Rose Marie Canny Hans Jellen Marty Rourke Elizabeth Blystone Charles Jennings Isabelle Rucker Don Brandewie Stacey Kasendorf Lisa Schnabel Camay Brdoks Vincent F. Kashuda Ted Schulhoff Dan Brown Julia Kriss Tom Scott Marie Lauducci Nefl Shawen Patty Bruce . Jerry Bruns Joyce Lewis Florence Shelton Sandra Burger Rhea Liadstrom Jean Short Donald'Burns Leonard J. Magsamen Lynne Silverstein Patrick Burns Nelson C. Mahahes.. Dorothy Sisk Phil Clancy Mike Majors Evelyn Squires Lee COleman Robert Mathews- Sharon Stiendam Arletta L. Dimberq Joseph May Pauline Stoneburner Wayne Dittman Ada McGlone Kirk Swain Marcella Drula Connie Milner Mary Sykes Harris. Emmons Elizabeth Moore Carol Tomlinson June Emmons Leroy Neuman Glenda Tucker Sarah Engel Alyce 'Newkirk Eloise Vitiello Debby English Melba Nixon Betty Walker James Gallagher Margie Orloff Claire Wamsley Bobbie Gibson Dee Osler Trudy Wayne Special thanks to: The Falls Church School Board and the staff at George Masoa Jr.-Sr. High School for the kind use of their building-. Sarah Almy for her assistance in the. typing of this manuscript. - J.H.O. Cr 5 INTRODUCTION° On February 25th and 26th, lq77, over 650 teachers, parents, admiDistrators: school board members and others spent nearly twelve hours together learning about the current'"state of the art" in working with gifted and talented children. This book contains papers from each of the keynote speakers and selected papers from soille of the, workshop session'leaders. Sidney Parnes, Dorothy Sisk and James Gallagher were instrumental in helping to bring to- gether the most current thoughts on the education of the gifted/talented child. In his paper, "Creative Potential and .the Educational Experience", Sidney J. Parnes states that, 'Failing to use mental resources is wasteful both to society and to the individual himself." He further states that "a common eduCational ohjective is to help each persondevelop his mind to its changing,world, , fullest potential, o educate him to live effectively in a td prepare him to institute changes.where they are needed and to adjust to those changes thJit he is forced to accept." Both of these comments are in- cluded in his ilgsophy of Creative Behavior", which sets the pace for his continuing discussion of the nature of creative behavior and ways offacilita ting the creative process. Dorothy Sisk, in her article, "Teaching the Gifted and Talented", gives a short.look at the histriy of the role.of the federal government in thP education of the gifted and then speaks of ways of developing quality programs' to meet the needs of our gifted/talented population. for - In answer to the quastion, "Why should we have special programs -the gifted?", James Gallagher, in his article, "Needed Programsfor the Gifted", answers that "... the reason why we should allbe interested (in the education' of the gifted). is that we all- bave a'stake in their future, Jpecausethe solu- tion,; to our major societal and cultural problems--the economy, the population'. explosión, Pellution, energy,,and our own drifting sense of purpose.as anation-- will not be solved by a.cavalry charge on a Congressionalresolution. It will be solved only by the liard, extensive work of thebrightest and most highly :-.1otivated persons in our society." Gallagher continues by stating his strong concern for the content of curriculum used in Programs,for gifted children and hosdeveloped a "support system" that represents six.major components that should comprise anysubstantial pronraM for the gifted in order to justify itself as aquality program. The eleven papers-from the workshop session leadershelp to discuss their. current area of i-nterest and how the gifted/talentedchild is made 0 part of their orocir:tm. School divisions in the Northern Virginia area all work with their gifted/talented populations in slightly different ways. Itis not in the difference that we should make note, but.in the common desire to do the best we possibly can for the child who' caes to us as gifted or talented. I hope that this collection.of papers will help in that end. Falls Church, Virginia , Jeffrey H. Orloff June, 1977 6:13 I , ME KEYNOTE SPEAKERS' * CREATIVEPOTENTIAL AND THE EDUCATIONAL EXPERIENCE A Rati.onaec fiwL C4cative Education Ptogkams bif Sidney J. Pirnes, Prdfessor of Creative Studies State University College of New York at Buffalo a A PHILOSOPHY'Of CRrAIIVEBEHAVIOR' Arthur Koestler refers to creativity as an " ,ctualizationof surplus potentialS."'i.When we review the tremendous strtdestWat echnology has made' a in actualizing the potentials of Pur material resources,it is difficult for us to believe that the development of the most important resourceof,all -- the human one --hfts nct kept pace. Unused material reSoyrces, JeroMe Wiesner point,s out, are not necessarily wasted; unuSeJ huTan resourcesalways are.. Education and Mental Health: Failing to use mental resoYrces is , wasteful both to society and to th-6 individual himself. In effect, the person who fails to use his potential may become psychologicallyunhealthy.or "mentally We might say, even, that the mental health bill of societyis made .up of- , the difference between the potential and the, operationallevel of every single person in the, population. A common educational objective is to help each persondevelop his. mind to its fullestTotential, to educate him eo live effectivelyin a changing world, to prepare him to institute changes where they are needed and toadjust to those changes that he is forced to accept. Working toward and hopefully ,ittaining this goal irtually assures society