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University of Southern California Dissertations and Theses
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Dynamics Of Creative Behavior Applied To The Classroom
(USC Thesis Other)
Dynamics Of Creative Behavior Applied To The Classroom
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This dissertation has been microfilmed exactly as received 69-19,390 MURRY, Mildred Alice Lloyd, 1924- DYNAMICS OF CREATIVE BEHAVIOR APPLIED TO THE CLASSROOM. University of Southern California, Ed.D., 1969 Education, psychology University Microfilms, Inc., Ann Arbor, Michigan © . Mildred Alice Lloyd Murry 1969 A LL RIGHTS RESERVED DYNAMICS OF CREATIVE BEHAVIOR APPLIED TO THE CLASSROOM A D i s s e r t a t i o n P re se n te d to th e F a c u lty o f th e School o f E d u catio n The U n iv e rs ity of S o u th ern C a lif o r n ia I n P a r t i a l F u lf illm e n t o f th e Requirem ent f o r th e Degree D octor of E d u ca tio n by L jo y d M ildred A lice)M urry June 1969 This dissertation, ’ written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillm ent of the requirements for the degree of Doctor of Education. Guidance Committee Dean Chairman ACKNOWLEDGMENTS An u n d e rta k in g such as t h i s in v o lv e s a number of p e o p le i n v a ry in g d e g re e s o ver a p e rio d o f t i m e . X g r a t e f u l l y acknowledge th e encouragem ent, c o o p e ra tio n , and a s s is ta n c e o f th e fo llo w in g , w ith o u t whom t h i s re s e a rc h would, n o t have been c o n d u c te d . T his stu d y was approved by and conducted i n th e Los Angeles C ity S c h o o ls . The Measurement and E v a lu a tio n S e c tio n , D iv is io n o f th e I n s t r u c t i o n a l Program i n E n g lis h , and th e j u n io r h igh sc h o o l p r i n c i p a l and f a c u l t y were most h e l p f u l . At th e U n iv e r s ity o f S o u th ern C a lif o r n ia , Dr. J . P. G u ilfo rd and D r. Ralph H oepfner o f th e A p titu d e s P r o je c t and D r. N. S. M e tfe sse l o f P r o je c t P o t e n t i a l allo w ed use o f m a t e r i a l s . A continuum o f in v a lu a b le p r o f e s s io n a l guid an ce was p ro v id e d by my d o c to r a l com m ittee— chairm an, Dr. L. J . P e te r o f th e e d u c a tio n a l psychology and s p e c ia l e d u c a tio n d e p a rtm e n ts, D r. R. B. M cIntyre o f th e educa t i o n a l psychology and s p e c ia l e d u c a tio n d e p a rtm e n ts, and D r. W illiam G eorgiades o f th e secondary c u rric u lu m d e p a rtm e n t. I n a d d itio n , my fa m ily and f r ie n d s have g iv e n added encouragem ent and in c e n tiv e f o r co m p letin g th e p r o j e c t . To each o f them, th a n k you very much. --M ild re d A lic e Murry ii TABLE OP CONTENTS Page ACKNOW LEDGM ENTS i i LIST OP TABLES v C hapter I . PRESENTATION OP THE PROBLEM 1 I I . I I I . IV. I n tr o d u c tio n Background o f th e Problem P urpose o f T his Study Assum ptions S tate m e n t o f th e Problem R esearch H ypothesis D e f in itio n s o f Terms PRESENT S T U D Y ................................................................... 39 Overview E x p erim en tal D esign Sample L im ita tio n s D e lim ita tio n s M a te ria ls Used i n T his Study I n - s e r v i c e T ra in in g I n s t r u c t i o n a l M a te ria ls T e s ts D i f f i c u l t i e s STATISTICAL PROCEDURES AND RESULTS OP THIS S T U D Y .............................................................. 50 N ull H ypotheses C o r r e la tio n M atrix A n a ly sis o f C ovariance R e s u lts o f T h is Study SU M M A RY j CONCLUSIONS., AND RECOMMENDATIONS . 66 Summary C onclusions Recommendations iii Page REFERENCES APPENDICES A. S tr u c tu r e o f I n t e l l e c t B. T h e o r e tic a l Model o f th e C urriculum and th e Them atic U n it, American H isto ry and H e rita g e C. T h e o r e tic a l Model o f th e C urriculum and th e Them atic U n it, A H orse, A H orse— A Live One o f Course D. T h e o r e tic a l Model o f th e C urriculum and. th e Them atic U n it, P eoples o f th e P a s t E. T h e o r e tic a l Model o f th e C urriculum and th e Them atic U n it, Rhythm i n L i t e r a t u r e , A rt, M usic, and. Movement F . T h e o r e tic a l Model o f th e C urriculum and th e Them atic U n it, U n d erstan d in g O urselves G. I n s t r u c t i o n a l Package f o r th e E x p erim en tal Group H. I n s t r u c t i o n a l Package f o r th e C o n tro l Group I . Classroom T e s tin g J . C alendar o f P r e s e n ta tio n f o r th e E xperim ental Group I n -S e r v ic e T ra in in g K. T h e o r e tic a l Model f o r Human Language A c q u is itio n L. H ierarch y o f Human R e la tio n s h ip M. S e r e n d ip ity — An Appendage o f T his Study 78 96 iv LIST OP TABLES T ab le Page 1 . C o r r e la tio n M a t r i x .................................................... 53 2 . Loss o f S a m p l e ............................................................. 57 3 * A n aly sis o f C ovariance, Reading V ocabulary 58 4 . A n a ly sis o f C o v a ria n c e ,. Reading C o m p re h e n sio n .............................................................. 59 5 . A n a ly sis o f C ovariance, L a n g u a g e .................... 60 6. A n aly sis o f C ovariance, S p e llin g .................... 6 l 7. A n aly sis o f C ovariance, STEP W ritin g . . . 62 8 . A n aly sis o f C ovariance, Group T e st o f C r e a t i v i t y ..................... ■ ............................................ 63 9 . A djusted Means, Group T e st o f C r e a tiv ity . 6A 1 0 . S tu d e n t' s t - v a l u e s , Group T e st o f C r e a t i v i t y ................................................................... 65 v CHAPTER I PRESENTATION OP THE PROBLEM I n tr o d u c tio n T here a re problem s t h a t need to be in v e s tig a te d i n e d u c a tio n a l p ro c e s s e s today; some a re echoes o f c i t y , s t a t e , and n a tio n a l l i f e and some a re dich o to m ies betw een th e o r ie s and p r a c t i c e s i n th e te a c h in g a c t. I t i s n e c e s sa ry t h a t th e s e a re a s be stre n g th e n e d i f th e e d u c a tio n o f a l l p u p ils I s to be improved q u a n t i t a t i v e l y and q u a l i t a t i v e l y . The s o lu t io n to th e s e problem a re a s w i l l r e q u ir e more th a n th e u n d e rsta n d in g o f th e v a lu e o f a l l p eo p le o r o f th e p e r s o n - to - p e r s o n r e l a t i o n s h i p s betw een te a c h e rs and p u p ils ; t h i s could mean th e im p le m e n ta tio n o f c r e a tiv e b e h a v io r i n t o th e p ro c e s s o f e d u c a tio n . The s h e e r use o f a c r e a t i v e , in n o v a tiv e approach i s n o t in te n d e d to be a u to p ia n answ er, f o r U to p ia i s f i n a l i t y , and th e c r i t i c a l q u e s tio n s i n e d u c a tio n today demand a f l e x i b l e , m u lti- p h a s ic p ro c e s s to th e se e k in g o f s o lu t io n s . Thus, no m a tte r how im p o rta n t i t i s to know and to u n d e rsta n d th e p u p il, th e e d u c a tio n a l fo c u s must be on what he can become. 1 2 A lthough th e s e a re a s n eed in g improvement are complex indeed and can n o t he g iv e n sim ple answ ers, th ey can be s tu d ie d , f o r th ey depend upon com m unication, open- ended th in k in g , and r e c o g n itio n and use o f c r e a tiv e b e h a v io r of p u p i l s . At th e p r e s e n t tim e, developm ent o f c r e a tiv e b e h a v io r i s a g o a l s ta te d by some school d i s t r i c t s i n c o u rse s o f stu d y a t th e secondary l e v e l ; however, th e s e same c o u rse s o f study la c k s tr u c tu r e d sequences o f te a c h in g - le a r n in g a c ts to encourage t h i s . Background of th e Problem The cu rricu lu m d esig n ed to te a c h E n g lish as a s u b je c t and to im plem ent c r e a tiv e b e h a v io r in to th e c l a s s room as w e ll as th e s t a t i s t i c a l p ro c e d u re s to t e s t th e s e a s p e c ts o f th e b e h a v io ra l s c ie n c e s a re c o n sid ered r e l a t i v e l y new to th e e d u c a tio n a l scen e i n t h i s country and o th e r p a r t s o f th e w o rld . But th e r e c o g n itio n o f th e im portance o f v a rio u s k in d s o f t a l e n t and th e a c t of com m unication i n o r a l and w r i t t e n lan g u ag es appears i n th e l i t e r a t u r e alm ost as soon as th e r e was a w r i tte n h is t o r y of man (M.B. D avidson, 19^2 , p . 6 ) . The survey o f th e l i t e r a t u r e n e c e ss a ry to view th e background o f th e problem i s , t h e r e f o r e , d iv id e d i n t o th r e e p a r t s —f i r s t , th e psychology o f c r e a t i v e b e h a v io r th ro u g h i d e n t i f i c a t i o n of th e n a tu re o f i t and th e im p lem e n tatio n o f i t i n t o th e 3 f i e l d o f e d u c a tio n ; seco n d , cu rricu lu m developm ent, and e s p e c i a lly developm ent o f th e E n g lish c u rric u lu m a t th e ju n io r h ig h sch o o l l e v e l ; and. t h i r d , a review o f s t a t i s t i c a l p ro ced u res w hich a re r e le v a n t to t h i s s tu d y . A lthough c r e a t i v e b e h a v io r i s a r e l a t i v e l y re c e n t phenomenon on th e p sy c h o -e d u c a tio n a l sc e n e , th e r e a re re s e a r c h s tu d ie s fo c u s in g on th e n a tu re o f i t . T his i d e n t i f i c a t i o n o f c r e a tiv e b e h a v io r i s r e l a t e d to th e t e s t i n g movement g e n e r a lly as i t began a t th e t u r n o f th e c e n tu ry (W allin & E erguson, 1967) w ith B in e t who p io n e ered th e f i r s t m ajor i n t e l l i g e n c e t e s t and who reco g n ized t h a t " i n t e l l i g e n c e has a number o f a s p e c ts (G uilford., 1965b, p . G if - 2A )." However, i t was T h u rsto n e who i n i t i a l l y analyzed i n t e l l i g e n c e t e s t components i n t o m u ltip le f a c t o r s , (a s h is t e s t o f Prim ary M ental A b i l i t i e s ) , and who l a t e r extended h is s tu d i e s in to i n t e l l e c t u a l a re a s n o t covered by i n t e l l i g e n c e t e s t s . The p sy ch o m etric work o f G u ilfo rd a t th e A p titu d e s P r o je c t a t th e U n iv e rs ity o f S o u th ern C a l i f o r n i a s in c e World War I I has p ro v id ed n o t o n ly 'th e most d a ta b u t models f o r a number o f o th e r r e s e a r c h e r s i n th e f i e l d , w h eth e r th e s tu d i e s u se d e s c r ip tiv e o r i n f e r e n t i a l s t a t i s t i c a l p ro c e d u re s . Too, th e S tr u c tu r e o f I n t e l l e c t (se e Appendix A) developed by G u ilfo rd i s th e so u rce o f hy p o th e s e s f o r some o f th e s e s t u d i e s . B e sid e s G u ilfo rd , o th e r e s p e c i a lly p ro d u c tiv e r e s e a r c h e r s in c lu d e : G e tz e ls & Jack so n (1962) a t th e U n iv e rs ity o f Chicago who analyzed h ig h ly i n t e l l i g e n t and h ig h ly c r e a tiv e a d o le s c e n ts ' c h a r a c t e r i s t i c s re la te d , to sc h o o l b e h a v io r and p e r s o n a l i t y ; Lowenfeld (1962) a t th e U n iv e rs ity o f P e n n sy lv a n ia who s p e c ia liz e d i n a r t e d u c a tio n , th e n th e grow th o f c r e a tiv e a b i l i t i e s ; MacKinnon (i9 6 0 and 1967) and B a rro n (1962 and 1968) a t th e U n iv e rs ity o f C a lif o r n i a a t B erk eley I n s t i t u t e o f P e r s o n a lity A ssessm ent and R esearch analyzed, q u a l i t i e s o f th e c r e a t i v e in d iv i d u a l as w e ll as o f th e c r e a tiv e p ro c e ss and. p ro d u c ts ; P arnes & Meadow (1963) a t th e U ni v e r s i t y o f B u ffa lo C re a tiv e E d u ca tio n F o u n d atio n p ro v id e a n a t io n a l c le a r in g house f o r in fo rm a tio n on te a c h in g c r e a tiv e b e h a v io r and p u b lis h th e Jo u rn a l o f C re a tiv e B e h a v io r; T ay lo r ( 1958) a t th e U n iv e rs ity o f U tah s tu d ie d s c i e n t i s t s f o r a s p e c ts o f c r e a tiv e b eh a v io r; and T o rran ce (1962a, 1962b, and 1964) who was a t th e U n iv e r s ity o f % M innesota B ureau o f E d u c a tio n a l R esearch and who i s now a t th e U n iv e r s ity o f G eorgia id e n tif ie d , c r e a t i v e t a l e n t I n t h i s co u n try as w e ll as abroad and im plem ented program s to dev elo p t h i s t a l e n t a t th e elem en tary sc h o o l l e v e l . R azik (1966a and 1966b) summarized s tu d i e s w h ile Yamamoto (1965a, 1965b, and 1967) a ls o re p o rte d on r e s e a r c h and examined th e v a l i d i t y of s tu d i e s o f c r e a t i v e b e h a v io r. G u ilfo rd , M e tfe s s e l, T o rra n c e , Zimmerman, and. t h e i r a s s o c ia te s have been in v o lv e d i n t e s t c o n s tr u c tio n i n t h i s a r e a . "Over n in e ty - n in e p e r c e n t of a l l o f th e r e s e a r c h on c r e a t i v i t y t h a t has e v e r been perform ed has been conducted s in c e 1 9 5 0, (M e tfe s s e l, 1 9& 7> P« 645) . " T here a re a number o f d e s c r ip tio n s o f c r e a tiv e b e h a v io r which f o r th e most p a r t la c k e m p iric a l b ases f o r t h e i r c o n c lu sio n s but which have r e le v a n t o b s e rv a tio n s t h a t could be re se a rc h e d a t a f u tu r e d a t e . F o r exam ple, C i c i r e l l i (1965) c ite d A n d erso n 's i960 a b i l i t y - g r a d i e n t th e o ry h y p o th e s iz in g t h a t th e r e may be an IQ th r e s h o ld — p o s s ib le 150—where c r e a t i v i t y b egins to a f f e c t achievem ent and where IQ has no f u r t h e r e f f e c t (p. 5 0 4 ) . E i s e l e y 's (1965) th e o ry o f u nconscious c r e a tio n , some of G o ld 's {1966) a b s t r a c t s , G o e rtz e l & G o e r tz e l's (1962) ex p o s t f a c to study o f em inent p e o p le , K n e ll e r 's (1965) a r ^ ahd s c ie n c e o f c r e a t i v i t y , Mednick & M ednick's ( 1964) i n t e r p r e t a t i o n of th e c r e a tiv e p ro c e s s , and F a rb e r & W ilso n 's (1965) and M oustakas' (1967) o b s e rv a tio n s on c o n f l i c t and c r e a t i v i t y su g g e s t a re a s t h a t could be c o n sid ered f o r im p lem e n tatio n i n to program s to develop c r e a tiv e b e h a v io r. These s tu d ie s a re b eg in n in g to be a p p lie d to th e sc h o o l s i t u a t i o n th ro u g h c o u n s e lin g and c u r r i c u l a program s. M e tfe s s e l (1967) su g g e sted t h a t th e fo llo w in g has re le v a n c e f o r sc h o o i p s y c h o lo g is ts : c r e a t i v i t y i s w ith in th e p ro v in c e o f everyone . . . and i s a p ro c e s s a d a p ta b le to a l l s u b je c t m a tte r; . . . c r e a tiv e a b i l i t i e s can be i d e n t i f i e d and a s s e s s e d , . . . d i f f e r i n kind as w e ll as d e g re e , . * . and must be i n f e r r e d by b e h a v io r (p . 641) . I n a d d itio n , " th e most a p p r o p r ia te s in g le method o f i d e n t i f i c a t i o n o f c r e a t i v e s tu d e n ts appears to be th e work sam ple method (p . 646) . " G e tz e ls & Jackson (1962) found t h a t c r e a t i v i t y and i n t e l l i g e n c e as measured by IQ a re n o t n e c e s s a r ily synonymous ( p r e f a c e ) , y e t b oth h ig h c r e a tiv e and. h ig h IQ groups have eq u al s u p e r i o r i t y i n s c h o l a s t i c perform ance as measured by s ta n d a rd iz e d a c h ie v e ment t e s t s . T eachers seemed to f a v o r th e p e r s o n a lity o f th e h ig h ly i n t e l l i g e n t o v er t h a t o f th e h ig h ly c r e a tiv e (p . 1 5) . MacKinnon (i9 6 0 and 1964) re se a rc h e d th e c r e a t i v e p e r s o n 's openness to e x p e rie n c e , p e r c e p tiv e n e s s , c u r i o s i t y , i n s i g h t , and p r e fe r e n c e f o r co m p lex ity . I n a d d itio n , G e tz e ls & Jack so n (1962) found, t h a t c r e a tiv e a d o le s c e n ts have humor and em o tio n al s t a b i l i t y . K elley (1962) spoke o f th e f u l l y fu n c tio n in g p e rso n as b ein g c a s t i n a c r e a tiv e r o l e (p . 20) ; Rogers (1962) s t a t e d t h a t "when we a re a b le to f r e e th e I n d iv id u a l from d e fe n s iv e n e s s , . . . he i s open to th e wide ran g e o f h i s own needs (p . ,30)." Combs (1962) r e f e r r e d to th e ex trem ely adequate p e rso n b e in g c h a ra c te riz e d by an e s s e n t i a l l y p o s i t i v e view o f s e l f (p . 5 1 ), and Maslow (1962) d e s c rib e d f i v e s te p s f o r a p e rso n to become s e l f - a c t u a l i z e d , i e , have growth r a t h e r than prefer safety (p. 4l). Other aspects of the role of the school psy chologist generally in encouraging creative behavior are reported as follows: Glasser's (1965) reality therapy stressed teaching the client better ways to fulfill his needs (p. 4 4); Hall and Lindzey ( 1957) reviewed types of personality theories and. their applications; McGuire (196.5) analyzed personality correlates of creativity, and Stein (1962) looked at creativity a3 an intra- and inter personal process. I n ap p ly in g th e dynamics o f c r e a t i v e b e h a v io r to th e classro o m , developm ental sequences o f p u p ils were surveyed by Anderson (1965), H orrocks (1962), and M aier (1965). B loom 's ( 1964) u se o f S pearm an's c o r r e c tio n fo rm u la f o r a t t e n u a t i o n w ith a number of lo n g itu d in a l s tu d i e s on s e le c te d human c h a r a c t e r i s t i c s has shown more d i s t i n c t l y th a n b e fo re th e " s e q u e n tia l n a tu r e o f much human developm ent (p . 2 1 4); . . . " "That environm ent does in f lu e n c e change i n a c h a r a c t e r i s t i c i s documented th ro u g h o u t t h i s work (p . 209)." Clank, Veldman, & Thorpe (1965) and Suchman (1967) s tu d ie d grow th o f c r e a tiv e th in k in g . E r ik s o n 's (1965) s ta g e o f a d o le sc e n c e , H a v ig h u r s t's (1950 and 1957) d ev elo p m en tal ta s k s i n a d o le sc e n c e , and P i a g e t 's e x p lo r a tio n s o f i n t e l l e c t u a l developm ent i n i t s c r e a tiv e s p o n ta n e ity (as p re s e n te d i n F l a v e l l , 1965) a re in -d e p th g u id e s f o r e d u c a to rs i n ju n i o r h ig h s c h o o l. B a sic r e s e a r c h on c r e a t i v e b e h a v io r t h a t co u ld in f lu e n c e c u rric u lu m developm ent in c lu d e s MacKinnon’s (1967) f in d in g s on c o n d itio n s , p h a s e s , and p r o d u c ts . He a ls o l i s t s tw enty ways to h e lp te a c h e r s u n d e rs ta n d th e c r e a t i v e p u p il (p . 2 4 0) . T rue c r e a t i v i t y f u l f i l l s a t l e a s t t h r e e c o n d i tio n s — has a re sp o n se t h a t i s n o v e l, i s a d a p tiv e to r e a l i t y , and s u s t a i n s th e o r i g i n a l i n s i g h t to a p o in t o f c lo s u r e (p . 2 2 7) . P hases o f c r e a t i v i t y a re p e r io d s o f p r e p a r a t i o n w hich in c lu d e s k i l l d evelopm ent, concen t r a t e d e f f o r t , w ith d ra w a l from th e problem te m p o r a r ily , i n s i g h t accom panied by e x h i l a r a t i o n , and v e r i f i c a t i o n o r e v a lu a t io n (p . 2 2 8) . C re a tiv e p ro d u c ts can be e x p re s s io n s o f i n n e r s t a t e s (p . 2 2 9 ), as c r e a t i v e w r i t i n g , o r a tte m p ts to resp o n d to o u te r s t i m u l a t i o n , as d o in g te a c h e r a s s ig n e d w ork. G a lla g h e r 's ( 1 9 6 4) r e s e a r c h e s on en h an cin g p r o d u c tiv e th in k in g s t r e s s e d th e d is c o v e ry method (p . 4 6 ) w ith in a sequenced c u rric u lu m to l e a r n th e s t r u c t u r e o f knowledge f o r a s u b j e c t . H allm an (1967) p ro p o sed t h a t c r e a t i v e b e h a v io r i s a whole a c t , te r m in a te s i n th e p r o d u c tio n o f a d i s t i n c t i v e o b je c t o r p r o c e s s , e v o lv e s o u t o f c e r t a i n m en tal p r o c e s s e s , and o c c u rs w ith in a p a r t i c u l a r kind o f environm ent (p . 1 8 ). T o rran c e (1962 and 1 9 6 4 ) found t h a t te a c h e r s need to r e s p e c t i n d iv i d u a l p u p i l s , show p u p ils t h a t t h e i r id e a s have v a lu e , r e i n f o r c e p o s i t i v e a tte m p ts even i f th e s e a re n o t o u ts ta n d in g , p ro v id e p e rio d s o f n o n -e v a lu a tiv e p r a c t i c e , and t i e i n e v a lu a tio n w ith cause and consequence- Parnes & Meadow (1963) found t h a t s t r u c t u r i n g a re sp o n siv e environm ent encourages c r e a tiv e b e h a v io r. Rubin (1967) s ta te d t h a t a cu rricu lu m designed to encourage c r e a tiv e n e s s holds v a lu e f o r a l l s tu d e n ts and n o t m erely th e c r e a tiv e ly g i f t e d m in o rity (p . 205). Z irb e s ( 1959) concurred w ith th e s e r e s e a r c h e r s . S lavson ( 1937) l i s t e d s p e c i f i c E n g lish s k i l l developm ent a c t i v i t i e s w h ile C a lif o r n i a P r o je c t T a le n t ( l 966) i s a s e r i e s o f f ilm s showing a c r e a tiv e approach to te a c h in g ac co rd in g to Bloom 's (1956) taxonomy and G u ilf o r d 's (1965b) S tr u c tu r e o f I n t e l l e c t ; M iel (1961) a lso c i te d exam ples o f c r e a tiv e le s s o n s . Thorpe (i9 6 0 ) suggested classro o m te c h n iq u e s to develop s e l f - d i s c i p l i n e (p . 355)• The second a r e a o f l i t e r a t u r e surveyed was c u r r i culum developm ent. The o r g a n iz a tio n most r e le v a n t to te a c h in g t h a t m u ltif a c e te d s u b je c t, E n g lis h , seemed to be th e s p i r a l f o r K-12 (B runer, 1966; E n g lish Framework, 1968; and Taba, 1 9 6 2 ). The o v e r a l l m a trix should be sequenced w ith b e h a v io ra l o b je c tiv e s s ta te d f o r each seq u en ce. I n e f f e c t , t h i s i s p r e s c r i p t i v e te a c h in g , .ie , a te a c h e r c e n te re d g u id an ce approach (P e te r , 1965* P* 9 )* Bloom e t a l l (1965), B runer (1966), Krathwohl e t a l l (19^4 ) and Taba (1962) c o n c u rre d . The f i r s t v a r ia b le to be co n sid e re d i n t h i s developm ent i s sta te m e n t o f g o a ls and o b je c tiv e s (C allahan,, 1966; D. D avidson, 1968; and Inlow , 1966). Sequences a re c o r r e la te d w ith d a ta on co n cep t fo rm a tio n (Dunham, 1966; S ig e l, 1964; Taba, 1962; and W aetjen, 1962). T h is a c tiv e , p o s i t i v e p ro c e s s n e x t c o n s id e rs th e needs and i n t e r e s t s o f a d o le s c e n ts (C a lla h a n , 1966; Shaw, 1966; and Taba, 1962). I n a d d itio n to methods and m a te r ia ls r e q u ir e d f o r im p lem e n tatio n a t th e classroom l e v e l , th e environm ent needs to be s tr u c tu r e d f o r su c c e ss a lso (C a lla h a n , 1966 and Taba, 1962). S ta a ts and S ta a ts c a r r ie d t h i s f u r t h e r by s u g g e s tin g t h a t th e v e rb a l com m u n ic a tio n betw een te a c h e rs and p u p ils be c o n s id e re d as a p a r t o f t h i s environm ent, as "many tim es v e r b a l b e h a v io r i s n o t i n i t s e l f s i g n i f i c a n t ; i t i s only w hat th e v e rb a l b e h a v io r w i l l le a d someone to do t h a t I s im p o rta n t (p . 1 8 0 ).» C a llah an (1966), Taba (1962), and W aetjen (1962) f u r t h e r s t a t e d t h a t re s o u rc e u n i t s be developed f o r c l a s s room im p le m e n ta tio n o f th e c u rric u lu m . T hese, th e n , in c o r p o r a te elem ents o f th e c u rric u lu m to meet lo c a l p u p il n eed. H esearch s tu d i e s i n cu rricu lu m a re o f modest p ro p o rtio n s (Inlow , 1966, p . 1 1 4); however, th e r e are re c e n t tr e n d s d i s c e r n i b l e by su rv e y in g c u r r e n t secondary E n g lish p r o j e c t s a t a n a t io n a l l e v e l . The N a tio n a l D efense 11 E d u c a tio n A ct and t i t l e s I and 1X 1 o f th e E lem entary and Secondary E d u c a tio n Act have been so u rc e s o f f e d e r a l fu n d in g f o r lo c a ll y a p p lie d f o r and a d m in iste re d program s. The A s s o c ia tio n f o r S u p e rv is io n and C urriculum Development* a branch o f th e N a tio n a l E d u c a tio n A s s o c ia tio n , has sponsored p r o j e c t s and p u b lic a t io n s i n E n g lis h . The N a tio n a l C ouncil of T each ers o f E n g lish p u b lis h e d m a te r ia ls as Weiss (196^) and th e E n g lis h Jo u rn a l to meet th e needs of ju n i o r h ig h sc h o o l E n g lish te a c h e r s . At th e p r e s e n t tim e th e r e a re s i x P r o je c t E n g lish c e n te r s i n u n i v e r s i t i e s i n v a rio u s p a r t s o f th e U nited S t a t e s : N o rth w e ste rn — co m p o sitio n f o r g ra d e s sev en th ro u g h f o u r te e n ; Oregon— s y n th e s iz in g la n g u ag e, w r i tin g , s p e l l i n g , l i t e r a t u r e , and re a d in g f o r g ra d e s seven to tw e lv e ; and M innesota—h i s t o r y , s t r u c t u r e , and c h a r a c t e r i s t i c s of language f o r g ra d e s se v en th rough tw elve a re t h r e e o f th e s e s ix d ev e lo p in g m a te r ia ls f o r ju n io r h ig h sc h o o l (In lo w , 1966, p . 13?), The p a u c ity o f r e s e a r c h and p r o je c ts i s n o t s u r p r i s i n g as E n g lish has emerged as a sc h o o l s u b je c t i n a d d itio n to b ein g th e spoken language of t h i s co u n try w ith in th e l a s t one hundred y e a r s . I n s o f a r as th e d ev e lo p ment o f E n g lis h as a lan g u ag e i s concerned, one o f th e f i r s t books to be w r i t t e n i n E n g lis h v e rn a c u la r was C h a u c e r's C anterbury T a le s about 1 3 5 0* Probably th e f i r s t d ic tio n a r y to be w r i t t e n as a g u id e to E n g lish and n o t w ith th e stu d y o f L a tin as th e only g o a l was two hundred y e a rs l a t e r . P our hundred y e a rs a f t e r C haucer, Samuel Jo h n so n 's d ic tio n a r y was com piled as one o f th e f i r s t to d e s c r ib e E n g lis h as a la n g u ag e. Even to d ay , th e only sc h o la r-p ro d u c e d d ic tio n a r y i s th e Oxford.. I t was n o t u n t i l 1887 t h a t th e N a tio n a l E d u c a tio n A s s o c ia tio n recom mended t h a t E n g lish be g iv e n an e q u a l p la c e i n th e t o t a l c u rric u lu m w ith th e c l a s s i c s , b u t t h i s did n o t happen u n t i l H arvard U n iv e rs ity had a d m in iste re d th e f i r s t s e t o f c o lle g e e n tra n c e ex am in atio n s i n E n g lish in s te a d o f i n th e c l a s s i c a l la n g u a g e s. The problem of d e f in in g th e s t r u c t u r e o f knowledge i n E n g lish , th e sequence o f s k i l l s r e l a t e d to i t s d e v e lo p m ent, and th e t r a i n i n g o f te a c h e r s s k i l l e d i n w orking w ith p u p ils as w e ll as w ith t h i s te c h n ic a l a r e a has p ro v en q u ite a c h a lle n g e . However, th e r e a re s tu d i e s which p ro v id e g u id e lin e s f o r i n - s e r v i c e . Hook (1967) r e la te d r e c e n t r e s e a r c h i n E n g lish to th e classroom w h ile P arke (1966), P u l l i a s & Young (1968), S q u ire (1967)* and W illiam s (1967) have su g g ested s t r u c t u r e and p ro c e s s f o r in v o lv in g te a c h e rs i n im plem enting c u rric u lu m a t a classroom l e v e l . T echniques f o r e s t a b l i s h i n g an optimum environm ent f o r le a r n in g has been re p o rte d by B ib e r (1958), Bruch (1967)* G eorgiades & M ichael (1968), Goldman ( 1958), McElwain, P r e tw e ll, & Lewis (1967), and W alker ( 1967)* The u se o f m edia to a t t a i n le a r n in g o b je c tiv e s has been d e s c rib e d by C r u tc h fie ld & C ovington (1966), G otkin & G o ls te in ( 1964) , Hook (1967), and M iles ( 1964a). Trends i n th e p r e p a r a tio n o f te a c h e rs o f E n g lis h have been r e p o r te d by Grammon (1968). Three components of th e te a c h in g o f th e s t r u c t u r e o f knowledge i n E n g lish were e x p lo re d — lan g u ag e, l i t e r a t u r e , and co m p o sitio n . In a d d itio n , th e s i g n i f i c a t i o n o f meaning, o r se m a n tic s, and p o s s ib le methods o f a s s e s s in g th e s e were s u rv e y e d . P u p il r e f e r e n c e s f o r le a r n in g language a re C onlin (1966) and R o b erts (1967), w h ile re f e r e n c e s a t a p ro f e s s i o n a l le v e l in c lu d e d th o se on s t r u c t u r a l l i n g u i s t i c s ( P r ie s , 1962; R o b e rts, 1962; and S a p ir, 1921), te a c h in g l i n g u i s t i c s i n th e classro o m (Denby, 1968), and a h is t o r y o f th e developm ent o f l i n g u i s t i c s (L a ird , 195^)* H a ll (1959) p re s e n te d a n o n -v e rb a l approach to com m unication, and S ta a ts (1968) r e l a t e d th e r o le o f v e rb a l and non v e r b a l language i n le a r n in g and. c o g n itio n . Moreno (1962) d e s c rib e d th e te c h n iq u e s o f psychodram a w h ile th e N a tio n a l C ouncil o f T eachers of E n g lis h ( 1954), Weiss (196^), and Whatmough (i9 6 0 ) a p p lie d p r i n c i p l e s o f language a r t s to th e c lassro o m . B lo u n t (1968) summarized r e c e n t r e s e a r c h i n secondary E n g lis h . T here w ere r e f e r e n c e s to o numerous to c i t e on how to te a c h l i t e r a t u r e , b u t f o r th e p urposes o f t h i s s tu d y , f i v e s e le c tio n s seem to be th e most r e l e v a n t . Ackerman {1968) approached each poem as a unique a r t i s t i c e x p re s s io n (p . 9 9 9 ), Magers (1968) p re s e n te d r o le p la y in g te c h n iq u e s to in v o lv e p u p ils i n le a r n in g v a rio u s form s o f l i t e r a t u r e , and Robinson (196^) review ed th e r o le o f re a d in g s k i l l i n le a r n in g l i t e r a t u r e . T a y lo r ( 1958, 1964, and 1967) in f e r r e d t h a t th e use o f com m unication ( in c lu d in g l i t e r a tu r e ) and re a d in g m ight a id developm ent o f c r e a tiv e a b i l i t i e s . G eorgiades & M ichael (1968) d e fin e d c o n d itio n s which produce a c r e a tiv e environm ent f o r te a c h in g compo s i t i o n and l i t e r a t u r e . Pew r e fe r e n c e s were found which r e la te d to te a c h in g co m p o sitio n , as e x p o s ito ry o r c r e a tiv e w r itin g , to J u n io r h ig h sch o o l p u p i l s , and "no re s e a rc h has been found t h a t p ro v id e s te a c h e rs a re s o u rc e l i s t o f th e more e f f e c t i v e te c h n iq u e s b e in g used to m o tiv a te c h ild r e n toward w r i tin g b e t t e r s t o r i e s (P ease, 1964, p . 1 3 )*" However, th e fo llo w in g a u th o rs d e s c rib e te c h n iq u e s t h a t a re b e in g used i n th e classro o m to encourage co m p o sitio n . Pease (1964) observed th r e e le v e l s o f p u p il e x p e rie n c e as a re s o u rc e f o r t h e i r w r i t i n g — se n so ry , sym bolic, and i n f e r e n t i a l (p* 7 2 )- B ronson (1968) r e la te d th e tim e v a r ia b le to p u p il use o f co m p o sitio n ; f o r exam ple, " th e spoken word must be d ig e s te d a t th e s e n d e r 's ch o ice o f speed . . . 15 w h ile th e w r i t t e n m essage i s in d e p e n d e n t o f tim e ( p . 1155)*" F ra n k s to n ( l 9 6 3 ) 3 T a y lo r (196,5), and G eorgiades & M ichael (1968) c i t e d te a c h in g exam ples show ing th e u se o f a m u lti- s e n s o r y enviro n m en t to encourage p u p il c o m p o sitio n . S e m a n tic s, o r th e s i g n i f i c a t i o n o f m eaning, a p p e a rs as c o n te n t on th e S tr u c tu r e o f I n t e l l e c t model (s e e Appendix A) and i s a common th re a d found i n th e developm ent o f id e a s and a b s t r a c t i o n s i n E n g lis h as w e ll as i n o th e r s u b j e c t s . The m ajor g e n e r a l s e m a n tic is t was K orzybski (1 9 5 0) who d eveloped th e a b s t r a c t i o n la d d e r w hich i s an open-ended c o n s tr u c t v e rsu s th e A r i s t o t e l i a n s y llo g is m . Hayakawa (1963 and 1964) fo llo w ed i n th e K orzybski t r a d i t i o n as do th e e s s a y s i n Thurman ( i9 6 0 ) . Johnson ( 1 9 4 6) h as a p p lie d se m an tic p r i n c i p l e s to d e s c r ib e s t r e s s and a n x ie ty syndrom es, as h i s i d e a - f r u s t r a t i o n - d e m o r a l i z a t i o n se q u e n c e . W h o rf's (i9 6 0 ) se m a n tic h y p o th e s is t h a t lan g u ag e i s a r e f l e c t i o n o f th e p e r s o n 's th o u g h t and v a lu e system has lo n g ran g e im p l i c a t i o n s f o r te a c h in g th e a f f e c t i v e domain i n E n g lis h . R. Brown (1958) d e a l t w ith th e psychology o f la n g u a g e , i e , th e u se o f la n g u ag e to make r e f e r e n c e (p . 7 ) , and w ith word r e c o g n i tio n as a u n i t a r y a c t (p . 6 7 ). Two f a c t o r a n a l y t i c s t u d i e s o f se m an tic a b i l i t i e s a re N ih a ra e t a l l (1964) who i d e n t i f i e d se m an tic e v a lu a t io n and S. V /. Brown e t a l l (1966) who worked w ith se m a n tic memory. 16 A ssessm ent o f p u p il p ro g re s s rem ains a c o n tr a d ic to r y and i l l u s i v e component i n th e te a c h in g o f E n g lish ( Jones j 1 9 6 3 ). However,, th e r e a re p r i n c i p l e s t h a t a re a p p lic a b le w hich a re found i n Gorow (1 9 6 2 ), G u ilfo rd (19673), Gunn (1967), and T horndike & Hagen ( 1955)• Mager (1962) and Taba (1962) d e s c rib e d b e h a v io ra l o b je c tiv e s as a means f o r d e te rm in in g assessm en t, w h ile G eorgiades & M ichael (1968) su g g ested t h a t e v a lu a tio n must fo cu s on th e in d iv i d u a l when th e r e i s a c r e a tiv e approach to te a c h in g E n g lis h . The t h i r d a re a o f th e l i t e r a t u r e surveyed was t h a t o f s t a t i s t i c a l p ro ced u res which would be r e le v a n t to t h i s s tu d y . R e lia b le , v a lid t e s t s ( S tan d a rd s f o r e d u c a tio n a l and p s y c h o lo g ic a l t e s t and m anuals, 1966) approved f o r use i n th e Los A ngeles C ity Schools a t th e j u n io r h ig h le v e l which were re la te d , to th e purpose o f t h i s p r o j e c t and would check th e s k i l l s ta u g h t i n E n g lish in c lu d e d : C a lif o r n ia T e s ts o f R eading—v o cab u lary and com prehension; C a lif o r n ia T e s t o f Language— language and s p e l l i n g ; S e q u e n tia l T e s ts of E d u c a tio n a l P ro g re s s —w r itin g ; and P r o je c t P o t e n t i a l Group T e s t o f C r e a tiv ity co v e rin g s i x ■ f a c t o r s . N e ith e r Buros (1959 and 1965) n o r th e t e s t manuals re p o r te d s tu d i e s to show d e g re e s o f c o r r e l a t i o n among th e s e s ix t e s t s . T h e re fo re , th e f i r s t s t a t i s t i c a l 17 p ro ced u re a p p lic a b le to t h i s stu d y was a c o r r e l a t i o n o f th e s c o re s o f th e s i x t e s t s which i s re p o rte d i n C hapter I I I and w hich i s l i k e th e one d e s c rib e d i n G u ilfo rd (1965a), f o r " . . . i n b e h a v io ra l s c ie n c e s , . . . s c i e n t i f i c p ro g r e s s depends upon f in d in g out what th in g s a re c o r r e la te d and w hat th in g s are n o t (p . 9l ) . " The r e s u l t s o f t h i s p ro v id e a v a l i d i t y c o e f f i c i e n t (G u ilfo rd , 1965a, p . 10, 3 ) • The second s t a t i s t i c a l p ro c e d u re t h a t s u ite d th e p u rp o ses o f t h i s stu d y was a n a ly s is of c o v a ria n c e . A ccording to K e rlin g e r (1965), th ro u g h th e use of a n a ly s is o f c o v a ria n c e , i t i s o f te n p o s s ib le to c o n tr o l c la s s o r o th e r group d if f e r e n c e s s t a t i s t i c a l l y (p . 3 5 0 ), as a n a ly s is o f c o v a ria n c e i s a form o f a n a ly s is o f v a ria n c e t h a t t e s t s th e s ig n i f ic a n c e o f th e d if f e r e n c e s between means o f f i n a l e x p e rim e n ta l d a ta by t a k in g in to account and a d ju s tin g i n i t i a l d if f e r e n c e s i n th e d a t a (p . 3^7)* T h e re fo re , c o v a ria n c e i s th e average of th e c ro s s p ro d u c ts o f th e d e v i a ti o n sc o re s o f two v a r ia b le s , X and Y , . . . and. i t i s known as th e sum o f c ro s s p ro d u c ts (p . 5 ^ 7 )• There a re two models i n th e l i t e r a t u r e t h a t a re most l i k e th e one used i n th e program re p o rte d i n C hapter I I I , Edwards (1957) and W alker & Lev ( 195. 3 ) • S c h e ffe ( 1 9 5 9) r e p o r ts a s i m i l a r p ro c e d u re , b u t i s a b i t more d e f i n i t i v e re g a r d in g th e use of a n a ly s is o f c o v a ria n c e . 18 The d i s t i n c t i o n can now be made t h a t i n th e a n a ly s is o f v a ria n c e a l l f a c t o r s a re t r e a t e d q u a l i t a t i v e l y , i n r e g r e s s io n a n a ly s is a l l f a c t o r s are q u a n t i t a t i v e and. t r e a te d q u a n t i t a t i v e l y , w hereas i n th e a n a ly s is o f c o v a ria n c e some f a c t o r s a re p r e s e n t t h a t a re t r e a t e d q u a l i t a t i v e l y and some t h a t a re tr e a t e d q u a n t i t a t i v e l y . . . i n every case th e unknown p a ra m e te rs i n th e fo rm u la f o r th e ex p ected v a lu e o f an o b s e rv a tio n e n t e r l i n e a r l y (p . 1 9 2 ). A ll t h r e e so u rc e s d eterm in e th e F v a lu e f o r th e X v a r ia b le f i r s t , th e n f o r th e Y v a r ia b le by means o f a n a ly s is o f v a r ia n c e . The a n a ly s is o f c o v a ria n c e F i s n e x t checked f o r le v e l o f s i g n i f i c a n t d i f f e r e n c e , i f any. I f such a d if f e r e n c e e x i s t s , W alker & Lev ( 1 9 5 3) su g g e s t u s in g a d ju s te d means to d eterm in e where th e d eg ree s o f d if f e r e n c e s a re among th e groups (p . 3 9 7 )3 w h ile Edwards (1957) i n f e r s u s in g t t e s t s to d eterm in e th e s e d if f e r e n c e s (p . 3 ^7 )j alth o u g h he, to o , does n o t d is c o u n t u s in g a d ju s te d means. Thus, th e l i t e r a t u r e c i te d above on th e psychology o f c r e a tiv e b e h a v io r, E n g lish c u rric u lu m , and s t a t i s t i c a l p ro c e d u re s has surveyed, s tu d i e s and. d e s c r ip tio n s o f p ro c e s s e s and p r o j e c t s h av in g a range o f im p lic a tio n s r e le v a n t to t h i s s tu d y . P urpose o f T his Study G e tz e ls & Jack so n (1962) found i n t h e i r study o f h ig h ly i n t e l l i g e n t and h ig h ly c r e a tiv e p u p ils a t a secondary l e v e l a 19 r e l a t i v e l y low r e l a t i o n betw een IQ m e tric and m easures o f c r e a t i v i t y , a t l e a s t a t th e IQ l e v e l of th e s e s u b j e c t s ; . . . eq u a l s u p e r i o r i t y o f the. high IQ and th e h ig h c r e a t i v i t y groups i n sch o l a s t i c perform ance as measured by s ta n d a rd iz e d achievem ent t e s t s ; . . . a t h ig h average l e v e l of i n t e l l i g e n c e and above, th e two are s u f f i c i e n t l y in d e p e n d e n t to w a rra n t d i f f e r e n t i a t i o n ( p r e f a c e ) . G uilford. ( 1 9 5 0) s t a t e d i n h is p r e s i d e n t i a l ad d re ss to th e A m erican P s y c h o lo g ic a l A s s o c ia tio n i n 1950 t h a t " . . .w e must look beyond th e b o u n d arie s o f IQ i f we a r e to fathom th e domain o f c r e a t i v i t y . ” However, th e l i t e r a t u r e su rv ey ed f o r t h i s study fa ile d , to r e v e a l an a tte m p t to p re p a re te a c h e rs to h elp p u p ils d ev e lo p c r e a tiv e b e h a v io r i n a s p e c i f i c academ ic s u b je c t as E n g lish a t th e j u n io r h ig h sch o o l l e v e l w h ile m a in ta in in g th e academic s k i l l s o f t h a t s u b j e c t . T h ere f o r e , th e p u rp o se o f t h i s study was to be a b le to show a m easure o f su ccess i n h aving th e dynamics o f c r e a tiv e b e h a v io r a p p lie d to th e te a c h in g o f ju n io r h ig h sch o o l E n g lis h . A ssum ptions A ssum ptions f o r t h i s stu d y have been drawn from th e works o f th re e p r o j e c t s ; A p titu d e s P r o je c t and P r o je c t P o te n ti a l a t th e U n iv e r s ity o f S o u th e rn C a lif o r n i a , and th e C en ter f o r C o g n itiv e S tu d ie s a t H arvard, and from se le c te d , re s e a rc h s t u d i e s as fo llo w s : 20 F i r s t , p u p ils have more a b i l i t i e s th a n a re c u r r e n tly b e in g developed i n ju n io r h ig h school English, c l a s s e s , a c c o rd in g to th e S tru c tu r e o f I n t e l l e c t model (G u ilfo rd , 1965b and 19 6 7 c). Second, th e r e are tw e n ty -s ix c o r r e l a t e s o f c r e a t i v e b e h a v io r t h a t can be ap p lie d to th e j u n io r high sc h o o l E n g lis h classroom (M e tfe s s e l, Murry, & F o s t e r , 1965)• T h ird , th e te a c h in g a c t can be s tr u c tu r e d so t h a t le a r n in g can be an a c tiv e , p o s i t i v e p ro c e s s o f d ev e lo p in g s k i l l s and grow ing i n to u n d e rs ta n d in g o f th e s t r u c t u r e o f knowledge i n ju n io r high school E n g lish (B ru n er, 1965 and 1966). F o u rth , s e v e r a l s tu d i e s conducted i n th e 1 9 6 0 's have shown t h a t c r e a tiv e b e h a v io r has been i d e n t i f i e d i n a d o le s c e n ts (Dunham, G u ilfo rd , & H oepfner, 1966; G u ilfo rd , M e r r if ie ld , C h ris te n s e n , & F r ic k , i9 6 0 ; H oepfner & G u ilfo rd , 1965; N ih ira , G u ilfo rd , H oepfner & M e r r if ie ld , 1964; and Tenopyr, G u ilfo rd , & H oepfner, 1966). O ther r e s e a r c h has shown th e r e l a t i o n s h i p o f 10 and c r e a t i v i t y i n secondary sc h o o l p u p ils (G e tz e ls & Jackson, 1962, and K lausm eier & Wiersma, 1965)* th e c o r r e l a t i o n o f c r e a tiv e b e h a v io r and sc h o o l achievem ent (Schm adel, i960), and th e r e l a t i o n s h i p o f 10, m easures o f d iv e rg e n t p ro d u c tio n , and school achievem ent ( C i c i r e l l i , 19^5 . > and A lzo b aie, M e tfe s s e l, & M ichael, 1968). 21 On th e b a s is o f th e s e , i t i s f u r t h e r assumed t h a t th e developm ent o f c r e a tiv e b e h a v io r can be implemented in to and become an i n t e g r a l p a r t o f th e ju n io r h ig h sch o o l E n g lish c u rric u lu m . S tate m e n t o f th e Problem A q u e s tio n o f utm ost e d u c a tio n a l im p o rt i s w h eth er ways can be found to b r in g c r e a tiv e u n d er a c h ie v e rs up to c o g n itiv e p o t e n t i a l , and w hether th e l a t t e r can a ls o be r a is e d by e d u c a tio n a l p ro c e d u re s ( G u ilfo rd , 1967a, p . 9 ) . T his stu d y attem p ted to im plem ent a c r e a tiv e approach to le a r n in g E n g lish from th e b a s ic r a t i o n a l e o f G u ilf o r d 's S tr u c tu r e o f I n t e l l e c t (1965b and 1967c) to a s p e c i f i c classroom a c t a t th e ju n io r h ig h sch o o l l e v e l . The q u e s tio n t h a t was th e b a s is o f th e stu d y , t h e r e f o r e , was th e fo llo w in g : I s i t p o s s ib le to h e lp p u p ils develop t h e i r c r e a tiv e b e h a v io r as w e ll as t h e i r academic a c h ie v e ment th ro u g h i n s t r u c t i o n by te a c h e r s so p re p a re d and to m easure th e s e g a in s by means o f p u p i l s ' sc o re s on r e l i a b l e , v a lid t e s t s ? R esearch H ypotheses W ith in th e framework p rovided by th e l i t e r a t u r e surveyed i n th e p re c e d in g s e c tio n , th e fo llo w in g were fo rm u la te d : ( l ) th e r e i s a s i g n i f i c a n t d if f e r e n c e betw een th e mean p r e - and p o s t t e s t s c o re s on th e Group T e s t of 22 C r e a tiv i ty f o r th e e x p e rim e n ta l group, and ( 2 ) th e r e i s a s i g n i f i c a n t d if f e r e n c e betw een th e mean p r e - and p o s t t e s t sc o re s on th e Group T e st o f C r e a tiv ity f o r th e c o n tr o l g ro u p . -There i s f u r t h e r in fo rm a tio n about th e groups i n th e sample and th e t e s t s i n C hapter XI. D e f in itio n s As i s tr u e i n any burgeoning f i e l d o f in q u ir y , r e c e n t s tu d ie s i n c r e a tiv e th in k in g have been b e s e t by a m b ig u itie s i n d e f i n i t i o n s , by d i f f i c u l t i e s i n s e l e c t i o n of c r i t e r i a (Yamamoto, 1965b, p . 28l ) . In d eed , th e use o f " c r e a t i v i t y " i n th e e d u c a tio n a l l i t e r a t u r e surveyed seemed to range from b ein g an "eye c a tc h in g " word so a " c a t c h - a l l . " Even though th e educa t i o n a l p s y c h o lo g ic a l l i t e r a t u r e has " c r e a t i v i t y " used more d e f i n i t i v e l y , th e r e i s a ls o d iv e rg e n ce o f d e f i n i t i o n s among th e s e a u th o rs . G eneral s e m a n tic is ts u se s e v e r a l ty p e s o f d e f i n i t i o n s . The f i r s t i s synonyms, as W e b ste r's T hird which l i s t s " c r e a t i v i t y " as th e q u a l ity of b ein g c r e a tiv e ; a b i l i t y to c r e a te ; e x p re s s iv e o f th e m aker. E n g lish and E n g lis h , 1958 l i s t s " c r e a t i v i t y " as a v a r i a t i o n o f c r e - a tiv e n e s s , "th e a b i l i t y to find, new s o lu tio n s to a problem o r a new mode o f a r t i s t i c e x p re s s io n o r b r in g in g in t o e x is te n c e a p ro d u c t new to th e in d iv id u a l (n o t n e c e s s a r ily new to o t h e r s ) ( p . 1 2 9 )." 23 A second ty p e o f d e f i n i t i o n used by g e n e ra l s e m a n tic is ts i s an o p e r a tio n a l o r b e h a v io ra l o n e . T his ty p e i s o f te n a b a s is o f re s e a rc h i n e d u c a tio n as w e ll. O p e ra tio n a l d e f i n i t i o n s allo w s c i e n t i s t s to s u c c e s s f u lly p u rsu e t h e i r a c t i v i t y to p ro v id in g a fram ework w ith in which th e term s th ey u se i n commu n i c a t i o n a re e x p l i c i t l y d e fin e d by o b se rv a b le e v e n ts . A te rm , a c c o rd in g ly , means n o th in g more th a n th e o b s e rv a tio n s to which th e term s i s a t ta c h e d . An o p e r a tio n a l d e f i n i t i o n , i n i t s s i m p lis t form , s p e c i f i e s th e o b s e r v a tio n a l o p e ra tio n s used to i d e n t i f y phenomena ( S ta a ts & S t a a t s , 1963, p . 1 2 ) . An o p e r a tio n a l d e f i n i t i o n i s a d e f i n i t i o n t h a t assig n s, meaning to a c o n s tr u c t o r a v a r ia b le by s p e c if y in g th e a c t i v i t i e s o r " o p e ra tio n s " n e c e ssa ry to m easure th e c o n s tr u c t o r v a r i a b l e . A lte rn a t i v e l y , an o p e r a tio n a l d e f i n i t i o n i s a s p e c i f i c a t i o n o f th e a c t i v i t i e s o f th e r e s e a r c h e r i n m easuring a v a r ia b le o r i n m a n ip u la tin g i t (K e rlin g e r, 1965^ P- 3 ^ ) . F o r example, j u s t as i n t e l l i g e n c e i s d e fin e d as a m easure on an i n t e l l i g e n c e t e s t (E n g lish & E n g lis h , 1958, p . 2 6 8 ), c r e a t i v i t y could be d e fin e d o p e r a tio n a lly as a m easure on a c r e a t i v i t y t e s t . F or p u rp o ses of t h i s stu d y , however, a n o th e r example o f a d e f i n i t i o n o f c r e a t i v i t y was used as a b ase, M e tf e s s e lfs T w enty-six C o rr e la te s o f C re a tiv e B eh av io r (1965), w ith G u ilf o r d 's S tr u c tu r e o f I n t e l l e c t (1965b and 1967c) and o th e r re c e n t r e s e a r c h f in d in g s im plem ented in to t h i s framework as fo llo w s : A b ility to Develop A bsorbing I n t e r e s t s (T o rran ce , 196^) .D e f in iti o n : g iv in g a h ig h le v e l o f s e l e c t i v e a t t e n t i o n to one o b je c t w ith i n a t t e n t i o n to o th e rs so t h a t th e a t t e n t i o n i s fo cu sed on engaging i n an a c t i v i t y s o le ly f o r th e g r a t i f i c a t i o n o f engaging t h e r e i n ( th e o b je c t o r 24 a c t i v i t y can be v a lu ed i n and o f i t s e l f ) . .C lassroom a p p l ic a tio n : p u p ils need to be a b le to s u s t a i n i n te n s iv e e f fo rt., to e x p e rie n c e th e f e e l i n g o f m astery, o f a t t a i n i n g c lo s u re on lo n g e r and more complex problem s. A b ility to Develop I n s ig h ts i n Ambiguous A reas (G u ilfo rd , 19& 7 J .D e f in itio n : p ro c e s s by which th e meaning, s ig n i f ic a n c e , p a t t e r n o r use o f an o b je c t o r s i t u a t i o n becomes c le a r th ro u g h re a s o n a b le u n d e rsta n d in g and e v a lu a tio n of o n e ’s own m ental p r o c e s s e s , r e a c tio n s , a b i l i t i e s , and s e l f - knowledge . -Classroom a p p l ic a tio n : a v o id in g im m ediate ce n su re of s in c e r e q u e s tio n in g o f th e t e x t a n d /o r o f th e te a c h e r (T o rran ce, 1962b). A b ility to S tim u la te Momentum F o llo w in g Id e a o r Problem Development (Myers & T o rra n c e , 1967J .D e f in iti o n : g iv in g im petus to th e whole p ro c e s s by which a p u p il can be m o tiv ated to c o n tin u e a stu d y to a p o in t o f c lo s u re on h i s own. .C lassroom a p p l ic a tio n : m a in ta in in g a co m b in atio n of i n s t r u c t i o n a l d e v ic e s f o r s tim u la tin g c u r i o s i t y and wonderment—p ro v id in g p u p ils w ith a wide v a r ie ty of e x p e rie n c e s . C o n s tru c tiv e N on-conform ity as a Way o f L if e (M endelsohn & G risw o ld / .D e f in itio n : s i t u a t i o n s i n w hich th e p u p il makes p o s i t i v e c o n tr ib u tio n s though b e h a v io r does n o t co rresp o n d to a reco g n ized p a t t e r n o r s ta n d a rd . .C lassroom a p p l ic a tio n : en co u rag in g s e l f - i n i t i a t e d , le a r n in g w ith rew ards f o r unique achievem ent and not f o r conform ing achievem ent only ( G u ilfo rd , 1965b). E la b o r a tio n (F re e A s s o c ia tio n A b ility ) (B arro n , 1965) .D e f in itio n : a b i l i t y to supply d e t a i l e d s te p s o f a p la n when g iv e n a b a re o u tli n e o f what i s wanted (G u ilfo rd , 1965b); d iv e rg e n t p ro d u c tio n o f f i g u r a l o r sem antic im p lic a tio n s on th e S tr u c tu r e o f I n t e l l e c t (G u ilfo rd , M e r r if ie ld , & Cox, 1961). .C lassroom a p p l ic a tio n : .p ro v id e a few k in d s o f a c t i v i t i e s w hich have a c o n tin u ity n o t broken by mundane i n t e r r u p t i o n s and which can be com pleted o v e r ^ p e r io d o f tim e; m a n ip u la tio n of main id e a s and t h e i r d e t a i l s . .produce a number o f a n te c e d a n ts , c o n c u rre n ts , o r co n seq u en ts o f g iv e n in fo rm a tio n (G u ilfo rd , M e r r if ie ld , & Cox, 1961). 25 Enhancing I n t e r a c t i v e n e s s (Suchman, 1967) . D e f i n i t i o n : i n t e n s i f y i n g m utual o r r e c ip r o c a l in f lu e n c e betw een two o r more p e o p le whereby th e b e h a v io r o f one i s s tim u lu s to th e b e h a v io r o f th e o th e r . .C lassroom a p p l ic a tio n : .b e in g a c tiv e r a t h e r th a n i n e r t , b e in g in v o lv e d as w e ll as r e a c t i n g . ..encouraging v a rie d ty p e s o f c o m p e titio n (T o rran ce , 1964) . F l e x i b i l i t y (G u ilfo rd , 1965b and 1967c) .D e f in iti o n : a b i l i t y to be f r e e from fix e d id e a s and h a b i tu a l ways o f s o lv in g problem s, a b i l i t y to s t r i k e o u t i n new and unexpected d ir e c t i o n s to a c h iev e n o v el r e s u l t s . I t a ls o means a change o f some k in d — a change i n th e m eaning, i n t e r p r e t a t i o n , o r u se o f som ething, a change i n u n d e rs ta n d in g o f th e ta s k , a change o f s tr a t e g y i n doing th e ta s k , o r a change i n d i r e c t i o n of th in k in g , which may mean a new i n t e r p r e t a t i o n o f th e g o a l (G u ilfo rd , 1965b and G u ilfo rd , M e r r if ie ld , & Cox, 1961). .C lassroom a p p l ic a tio n : .sp o n ta n eo u s f l e x i b i l i t y .te n d en cy to jump from one ca te g o ry to a n o th e r even when th e r e i s no need to do so (k eep in g th in k in g a t a r a t h e r h ig h l e v e l o f a b s tr a c ti o n ; th in k in g i n term s o f b ro a d e r c l a s s e s ) . .d iv e r g e n t p ro d u c tio n o f se m an tic c la s s e s ( a l t e r n a t e u se s t e s t ) on th e S tr u c tu r e o f I n t e l l e c t (G u ilfo rd , M e rrifie ld ., & Cox, 1961), .a d a p tiv e f l e x i b i l i t y .abandonment o f c o n v e n tio n a l p ro b le m -so lv in g methods t h a t have become unw orkable and to th in k o f o r i g i n a l s o lu tio n s ( r e v e r s a l and changing p o s i t i o n as p u t t i n g th e eye o f th e n e e d le i n th e p o in t o f th e n e e d le to make p o s s ib le th e in v e n tio n o f th e sewing m a c h in e ). .d iv e r g e n t p ro d u c tio n o f f i g u r a l t r a n s fo rm a tio n s on th e S tr u c tu r e o f I n t e l l e c t (G u ilfo rd , M e r r if ie ld , & Cox, 1961). F luency ( I n d iv id u a lly O rie n te d ) (G a lla g h e r, 196* 1 -) . D e f i n i t i o n : . th e p e rs o n who p roduces id e a s r a p id ly should have an advantage i n c r e a t i v i t y o v er th e p e rs o n who pro d u ces them more slo w ly , p ro v id in g th e average le v e l o f q u a l i t y of th e id e a s i s eq u a l (G u ilfo rd , 1965b). .C lassroom a p p l i c a t i o n : s i t u a t i o n s w hich h e lp in d iv id u a ls in c r e a s e th e flow o f id e a s by su ch e x e r c is e s as l i s t i n g a l l th e d i f f e r e n t ways o f d o ing som ething, o r u se s of 26 an o b je c t w ith in a g iv e n p e rio d o f tim e; q u a n tity of o u tp u t d e te rm in e s th e s c o re p ro v id in g th e re sp o n se s a re a p p r o p r ia te . F luency (Group O rie n te d ) (F a m e s & Meadows, 1963) . d e f i n i t i o n : f a c i l i t y w ith which id e a s a re ca lle d , o u t o f memory s to r a g e f o r u se i n new s i t u a t i o n s (G u ilfo rd , 1965b and G u ilfo rd , M e r r if ie ld , & Cox, 1961)• .C lassroom a p p l ic a tio n : .word flu e n c y . a b i l i t y to th in k o f words r a p id ly , each word s a t i s f y i n g th e same l e t t e r req u irem e n t (G u ilfo rd , 1965b), l i s t words s t a r t i n g w ith S- .d iv e rg e n t p ro d u c tio n of sym bolic u n i t s on th e S tr u c tu r e of I n t e l l e c t (G u ilfo rd , M e r r if ie ld , & Cox, 1961),* s u f f i x e s . .id e a tio n a l flu e n c y . a b i l i t y to g e n e r a te a q u a n tity o f i d e a s - - a s s o c ia te d w ith im p u ls iv ity , s e l f - c o n fid e n c e , ascendance, a p p r e c ia tio n o f o r i g i n a l i t y and i n c l i n a t i o n away from n e u ro tic is m . .d iv e rg e n t p r o d u c tio n of se m an tic u n i t s on th e S tr u c tu r e o f I n t e l l e c t (G u ilfo rd , M e r r if ie ld , & Cox, 1961), a b i l i t y to l i s t r a p id ly m eaningful words o r id e a s i n a s p e c if ie d c a te g o ry to meet m eaningful re q u ire m e n ts; consequences as "what i f . . . " o r l i s t o b je c ts t h a t are s o l i d , w h ite , and e d i b l e . .a s s o c i a t i o n a l flu e n c y .p e r t a i n s to th e co m p letio n o f r e l a t i o n s h i p s i n d i s t i n c t i o n from th e f a c t o r o f i d e a t i o n a l flu e n c y which in v o lv e s g iv in g id e a s t h a t f i t a c l a s s (G uilford., 1959)* .d iv e r g e n t p r o d u c tio n o f sem an tic r e l a t i o n s h i p s on th e S tr u c tu r e o f I n t e l l e c t (G u ilfo rd , M e r f if ie ld , & Cox, 1961); m u ltip le a n a lo g ie s, s im ile i n s e r t i o n , p ro d u c tio n o f synonyms, in v e n tin g new words w hich communicate f e e l i n g s , as "sq u ish y " w ords. .e x p r e s s io n a l flu e n c y . a b i l i t y to p u t words i n t o o rg an ized p h ra se s o r se n te n c e s ( f a c i l e c o n s tr u c tio n o f s e n te n c e s , as making a fo u r-w o rd se n te n c e u s in g th e i n i t i a l l e t t e r s w e e n ) (G u ilfo rd , 1965b). .d iv e rg e n t p ro d u c tio n o f sym bolic system s on th e S tr u c tu r e o f I n t e l l e c t (G u ilfo rd , M e rrifie ld ., & Cox, 1961); make a code. Freedom f o r Id e a and Problem Development (T o rran ce , 1962a) .D e f in iti o n : minim al use o f e x te r n a l r e s t r a i n t s to allow '.sions r e g a rd in g th e k in d s .C lassroom a p p l ic a tio n : .p ro d iv in g o p p o rtu n ity to develop p u rp o ses worthy of th e e n t h u s i a s t i c d e v o tio n c r e a tiv e p u p ils seem cap ab le o f g iv in g (T o rran ce, 1964). .w ith h o ld in g Im m ediate judgment o f p u p il id e a s , f o r t h i s may s u p p re s s , c u r t a i l , o r o th e rw ise stamp o u t q u e s tio n in g and o th e r c u r i o s i t y b e h a v io r. G eneral A ssessm ent and E v a lu a tio n o f th e C re a tiv e P ro c ess (T a y lo r, 19^7 and Yamamoto, 1967) .D e f in iti o n : d e te rm in in g th e r e l a t i v e im p o rtan ce o f some th in g i n term s of a standard., v a lu e , o r measurement o f a tta in m e n t o f a goal,* t h i s u s u a lly in c lu d e s a study of th e r e l a t i v e e f f e c t iv e n e s s o f r e g u la te d c o n d itio n s i n f u r t h e r i n g o r h in d e rin g a tta in m e n t (E n g lis h & E n g lis h , .C lassroom a p p l ic a tio n : .e v a lu a tio n i s d e te rm in in g w h eth er o r n o t th e produced in fo rm a tio n f i t s th e se a rc h m odel. R elaxed e v a lu a t i o n would p e rm it a b ro ad en in g o f th e b ase o f th e s e a rc h , w hereas an e v a lu a tiv e a t t i t u d e w ith some d eg ree o f s t r i c t n e s s would narrow th e s e a rc h . In d o in g so , however, i t may le a d more e f f i c i e n t l y to good a n sw e rs. T his should depend, upon th e c l a r i t y and accuracy o f th e s e a rc h model . . . e v a lu a tio n in c id e n t to an o v e rly s tro n g d e s ir e f o r a q u ic k s o l u t i o n would a ls o be h a n d ic a p p in g . . . . Hyman found, t h a t a g e n e ra l c r i t i c a l a t t i tu d e can have r a t h e r broad t r a n s f e r e f f e c t s i n s o lv in g problem s (G u ilfo rd , 1 9 6 5 b ). .P r in c ip le s f o r rew ard in g c r e a tiv e th in k in g (T o rran ce, 1962b) . t r e a t i n g q u e s tio n s w ith r e s p e c t. . t r e a t i n g im a g in a tiv e , u n u su al id e a s w ith r e s p e c t, .show ing p u p ils t h a t t h e i r id e a s have v a lu e . .g iv in g o p p o r tu n itie s f o r p r a c t i c e o r e x p e r i m e n ta tio n w ith o u t e v a lu a tio n . .e n c o u ra g in g and e v a lu a tin g s e l f - i n i t i a t e d l e a r n in g . .ty in g i n e v a lu a tio n w ith cau ses and consequences. a n d /o r d i r e c t i o n s open to him 1958) . 28 Independence i n Making Judgmenta (Shaw, 1 9 6 4) .D e f in iti o n : a p e r s o n a l, c r i t i c a l assessm en t and a p p r a is a l o f a l t e r n a t i v e v a r ia b le s w hich allow s an in d iv id u a l a t any g iv e n p o in t i n tim e to be a " m in o rity of o n e ." .C lassroom a p p lic a tio n : h e lp in g th e p u p il to p e rc e iv e and. to d e fin e th e problem c o r r e c t ly by k ee p in g a b a la n c e betw een: ( l ) tim e and tim e lin e s s , ( 2 ) o r d e r lin e s s and lo g ic a l th in k in g , (3 ) r e s p e c t f o r a u th o r ity and m a in te nance o f s e l f - r e s p e c t and. i n d i v i d u a l i t y , ( 4 ) re sp o n s i b i l i t y to th e group and th e te a c h e r and r e s p o n s i b i l i t y to h im s e lf (" to th in e own s e l f be t r u e . . . " ) , and ( 5 ) in fo rm a tio n and in f o r m a tio n - g e ttin g s k i l l s . In fo rm a tio n E x p re ssio n S k i l l s (T ay lo r, 1963) .D e f in itio n : a n y th in g a p e rs o n does, th e a c t b ein g determ ined by th e n a tu re o f th e p e rso n and codeterm ined by en v iro n m en tal f a c t o r s (E n g lish & E n g lis h , 1958)• .Classroom a p p l ic a tio n : s t r u c t u r i n g classro o m environm ent which encourage d i f f e r e n t modes o f e x p re s s io n ( p r o v is io n f o r a p u p il to e x p re ss h im s e lf i n a manner i n which he e s s e n t i a l l y does h is th in k in g — s p a t i a l l y , g r a p h ic a lly , v e r b a l l y ) . In fo rm a tio n R ecep tio n S k i l l s (L is te n in g ) (T a y lo r, 1963) .D efini'& ion: co n scio u s e f f o r t s to keep th e mind upon th e th o u g h t i n o rd e r to h e a r and to d i r e c t a t t e n t i o n to th e meaning o r im port o f th e sound (what i n s i g h t s was th e sp e ak er tr y in g to b u ild ? ) .C lassroom a p p l ic a tio n : g iv in g p u p ils th e o p p o rtu n ity to e x p re ss t h e i r th in k in g w ith o u t f e a r o f re p ro a c h , even i f i t I s on th e problem a lth o u g h along d i f f e r e n t l i n e s th a n th e expected (co u ld t h i s be one re a s o n p u p ils aay t h a t they "did n o t h e a r th e q u e s tio n ? " ) In fo rm a tio n R e ce p tio n S k i l l s (R eading) (T a y lo r, 1964) .D e f in itio n : .th e a c t , p r a c t i c e , o r a r t o f p e r u s in g w r i t t e n o r p r in te d m a tte r and a s c e r ta in in g o r c o n s id e rin g i t s c o n te n t o r m eaning. .c o g n itio n o f sem antic u n i t s on th e S tr u c tu r e o f I n t e l l e c t i s v e r b a l com prehension (G u ilfo rd , M e r r if ie ld , & Cox, 1961). .C lassroom a p p lic a tio n ; encouraging c r i t i c a l , im a g in a tiv e re a d in g by te a c h in g l i b r a r y s k i l l s , u rg in g s e l f - d i r e c t e d and d is c r im in a tin g re a d in g as w ell as r e p e t i t i v e r e re a d in g (Gowan, 1965)• 29 An I n t e l l e c t u a l Set Towards A lte r n a tiv e Answers and S o lu tio n s (Mednick & Mednick, 1954) .D e f in itio n : s e r i a l b e h a v io r i n which one type o f r e sponse h av in g been made to a stim u lu s a c e r t a in number o f tim es s h i f t s to a n o th e r resp o n se e x i s t i n g , o c c u r r in g , o r p erfo rm in g so as to succeed i n t u r n , f i r s t one t h e n th e o th e r . .Classroom a p p lic a tio n : p ro cedures w hich p o s it iv e l y r e in f o r c e th o se who q u e s tio n sim ple answ ers to com plex problem s and who d e a l, where a p p r o p r ia te , i n m u lt ip le - c a u s a tio n m o d els. O r ig in a lity ( I n d iv id u a lly O rien ted ) (C h ris te n s e n , 1 9 5 7) .D e f in itio n : . a b i l i t y to produce uncommon, rem o te, o r c le v e r id e a s , as on a continuum . When t e s t d i r e c t i o n s ask th e s u b je c t to be more o r i g i n a l he makes h ig h e r s c o r e s i n o r i g i n a l i t y , b u t low er sc o re s i n id e a ti o n a l f lu e n c y; he a ls o perform s more s lo w ly . .d iv e rg e n t p ro d u c tio n o f sem antic tra n s fo r m a tio n s on th e S tr u c tu r e o f I n t e l l e c t (G u ilfo rd , M e r r if ie ld , & Cox, 1961). .Classroom a p p l ic a tio n : .p r a c t i c e s which r e q u ir e th e a b i l i t y to have un u s u a l o r c le v e r id e a s o r see r e l a t i o n s h i p s b etw een th in g s . An e x e r c is e , f o r exam ple, i n s t r u c t i n g th e p u p ils to use any method o th e r th a n th e obvious one o f re a d in g to o r t e l l i n g th e c l a s s in making a r e p o r t , as d ra m a tiz a tio n s , q u iz s e s s io n s , ta p e re c o r d in g s , in te r v ie w s . .p lo t t i t l e s . O r i g in a li ty (Group O rie n te d ) (Meadow, 1 9 5 9) . d e f i n i t i o n : i n o ur re s e a rc h and i n t h a t o f o th e r s , o r i g i n a l i t y means th e p ro d u c tio n o f u n u su a l, f a r - f e t c h e d , rem ote, o r c le v e r re s p o n s e s . But t h e r e a re some who say t h a t an id e a i s n o t o r ig in a l o r n o v e l u n le ss no human b e in g has e v e r th o u g h t o f i t e a r l i e r . T his c o n c e p tio n i s w o rth le ss to th e s c i e n t i s t because th e r e i s no way o f knowing t h a t an id e a has n e v e r e x is te d b e f o r e . . . . F o r tu n a te ly , we can r e s o r t to e m p iric a l s ig n s o f n o v e lty i n term s o f th e s t a t i s t i c a l in fre q u en c y o f a resp o n se among members of a c e r t a i n p o p u la tio n t h a t i s c u l t u r a l l y r e l a t i v e l y homogeneous (G u ilfo rd , 1 9 6 5 b ), .Classroom a p p l ic a tio n : o p p o r tu n itie s f o r becoming aware o f th e p o t e n t i a l l y "unusual" i n th e p u p i l 's s u rro u n d in g s . An e x e r c is e , f o r exam ple, i n which th e group i s asked to observ e a scen e, and th e n to w r ite about an u n u su a l a sp ect o f th e scen e—w ith th e in c re a s e d p o in t allo w an ce 3 0 f o r th e e x t e n t of u n u su a ln e ss, i e , how in f r e q u e n tly o th e r members o f th e group s e le c te d th e same a s p e c t. R e d e f in itio n A b i l i t i e s (Low enfeld, 1962) • D e f in itio n : a b i l i t y to rem ark b o u n d aries betw een c la s s e s o r groups o f phenomena, between meanings o f words o r p h ra s e s , o r i n term s o f u se . .C lassroom a p p l ic a tio n : .G e s ta lt r e d e f i n i t i o n — a b i l i t y to g iv e new m eanings to th e u se o f an o b je c t (G u ilfo rd , 1967c). .Sym bolic r e d e f i n i t i o n — a b i l i t y to reg ro u p l e t t e r s of f a m i l i a r words to make new words (G u ilfo rd , 1967c ) . .F ig u ra l r e d e f i n i t i o n — a b i l i t y to lo o k a t a complex l i n e g ra p h drawing and d is c o v e r h id d e n f ig u r e s (G uilford., 1967c). R e s o u rc e fu ln e s s (G e tze ls & Jackson, 1962) .D e f in itio n : an ag g reg ate of o n e 's a v a ila b le p ro p e r ty a s s k i l l s , judgm ent, c a p a c ity f o r f in d in g o r a d ju s tin g means, power o f achievem ent. .C lassroom a p p l i c a t i o n : a s s ig n in g some open-ended o r continuum a c t i v i t i e s t h a t span th e s e m e s te r 's work so t h a t in d iv i d u a l p u p ils can c o n tr ib u te any tim e d u rin g th e s e m e s te r 's stu d y . R is k -ta k in g O r ie n ta tio n (Suchman, 1967) .D e f in iti o n : ta k in g a chance of e n c o u n te rin g f a i l u r e , h a z a rd , o r p e r i l o r exposure to such a chance, .C lassroom a p p l i c a t i o n : en co u rag in g g u e s s in g t h a t i s follow ed by c o n firm a tio n . S e l f - a s s e r t iv e n e s s (W ith S e lf-a c c e p ta n c e ) (McGuire, 1963) .D e f in iti o n : h av in g an a t t i t u d e toward, o n e ' s s e l f and. o n e 's p e r s o n a l q u a l i t i e s t h a t f in d s them o f unique w o rth — an o b je c ti v e and unem otional r e c o g n itio n o f o n e 's a b i l i t i e s and l i m i t a t i o n s w ith o u t undue se n se o f p r id e , g u i l t , or s e lf - b la m e . .C lassroom a p p l i c a t i o n : re c o g n iz in g t h a t some p u p il b e h a v io r w hich may be most i r r i t a t i n g a r i s e s o u t o f p u p i l s ' s t r u g g l i n g a tte m p t to r e c o n c ile o p p o s ite s i n t h e i r n a tu re and to t o l e r a t e la r g e q u a n t i t i e s o f te n s io n a s they s t r i v e f o r a c r e a tiv e s o lu t io n to d i f f i c u l t problem s w hich they have s e t f o r th em selv es (MacKinnon, i9 6 0 ). 51 S e lf - s u f f i c i e n c y (Maslow, 1959) T D e f in itio n : knowing th e s e l f as an in d iv id u a l t h a t has adequacy and c a p a b il ity o f q u a l i f i c a t i o n , s k i l l , and e f f i c i e n c y . .C lassroom a p p l ic a tio n : .o p p o r tu n iti e s f o r in d iv id u a l p u p i l 3 to d e s ig n , c a r r y - o u t, and e v a lu a te t h e i r own a c t i v i t i e s , .a c c e p tin g alo n e n e ss as a v i t a l p a r t o f l i v i n g t h a t i s com plem entary to to g e th e r n e s s . S e n s i t i v i t y to Problem s (Yamamoto, 1967) .D e f in iti o n : .p e rso n s who a re a b le to re c o g n iz e problem s a re more a p t to work on them, and i f th ey do, a re th e more a p t to d is c o v e r s o lu tio n s (G u ilfo rd , 1965b). .e v a lu a tio n o f sem an tic im p lic a tio n s on th e S tr u c tu r e o f I n t e l l e c t (G u ilfo rd , M e r r if ie ld , & Cox, 1961). .C lassroom a p p l ic a tio n : .ap p ro ac h es w hich h e lp in d iv id u a l p u p ils to in c re a s e t h e i r flow o f id e a s through such e x p e rie n c e s as l i s t i n g th in g s u n d er to p ic h ea d in g s l i k e "what would happen i f . . ." or "what would i t be l i k e i f . . . i d e n t i f i c a t i o n of problem s i n l i t e r a t u r e . Time f o r Id e a and Problem Development (Youtz, 1962) .D e f in iti o n : s t r u c t u r i n g th e classro o m sc h e d u le to allow f o r sequences i n a te a c h in g u n i t e x te n d in g o v e r a con s id e r a b le p e rio d o f tim e , i e , im ag in in g and th in k in g i n a s i t u a t i o n t h a t knows c e r t a i n elem en ts and w i l l a s c e r t a i n o th e r e le m e n ts . .C lassroom a p p l ic a tio n : .assig n m e n ts w hich a re of th e " ta k in g home" th in k in g ty p e , so t h a t any tim e d u rin g th e se m e ste r a p u p il could j o t down h is id e a s on th e problem . The te a c h e r could ta k e a few m inutes every so o f te n to r e f r e s h p u p i l s ' i n t e r e s t s and encourage t h e i r th in k in g along new l i n e s . .p ro v id in g f o r a l t e r n a t e a c tiv e and q u ie t p e r io d s . T o le ra n c e f o r Ambiguity (MacKinnon, i9 6 0 ) .D e f i n i t i o n : f e e l i n g co m fo rtab le when faced, by a complex s o c i a l is s u e h av in g opposed p r i n c i p l e s in te rm in g le d , as d e v ia tio n from a sta n d a rd o r ac ce p tan c e o f a s t a t e o f a f f a i r s ca p ab le o f a l t e r n a t e outcom es. .C lassroom a p p l ic a tio n : .e x e r c is e s where rew ards go to th o s e k eep in g a problem "open" by r e s i s t i n g a tte m p ts by o th e rs f o r p rem atu re " c l o s u r e ." 35 2 The second, a r e a o f t h i s stu d y which needs d e f i n i t i o n s i s t h a t o f E n g lis h as a s u b je c t, as d e s c rib e d i n th e E n g lis h Language Framework f o r C a lif o r n i a P u b lic S chools (1 9 6 8 ). S ince E n g lis h as a language i s p e rv a s iv e i n a l l a re a s o f th e c u rric u lu m , and l i t e r a t e com m unication i s a g e n e ra l i n t e l l e c t u a l and s o c i a l v a lu e , th e s p e c i f i c c h a r a c te r o f E n g lish as an academic d i s c i - ■ • p l i n e has n o t always been c l e a r i n th e s c h o o ls . Sometimes E n g lis h has been reg ard ed as p r im a r ily a p r a c t i c a l to o l u s e f u l f o r a c q u irin g o th e r k in d s o f le a r n in g . . . . Yet th e s p e c i f i c a t i o n s f o r th e Framework l a i d down by th e S ta te C urriculum Commission i n th e r e p o r t , Freedom and D is c ip lin e i n E n g lis h p u b lis h e d by th e Commission on E n g lish o f th e C ollege E n tra n c e E xam ination B oard, th e p o s i t i o n p a p e r on D is c ip lin e o f E n g lish o f th e C a lif o r n i a A s s o c ia tio n of T each ers of E n g lish , and most o f th e a v a ila b le re s e a rc h ag ree t h a t E n g lis h i s a u n if ie d s u b je c t, th e m ajor components o f which a re la n g u ag e, l i t e r a t u r e , and c o m p o sitio n . Each of th e s e components in c lu d e s a number o f con s t i t u e n t s t h a t a re th em selv es in d is p e n s a b le to a good sch o o l program i n E n g lis h . . . . (p . 2 ) , Language Because language i t s e l f i s th e medium of e x p re s s io n , i t i s o f co u rse th e common elem ent of a l l o f th e components o f th e c u rric u lu m i n E n g lis h . The c o n te n t, however, w hich i s e s p e c ia lly p e r t i n e n t to th e p r a c t i c a l and im a g in a tiv e use o f lan g u ag e, t h e r e f o r e p a r t i c u l a r l y recommended f o r stu d y i n th e sch o o l E n g lish program , in c lu d e s th e f o llo w in g : p ro n u n c ia tio n and in to n a tio n , a p p ro p r ia te n e s s of u sa g e , d i a l e c t v a r i a t i o n s , grammar and sy n ta x , s p e l l i n g , v o c a b u la ry , le x ic o g ra p h y , h a n d w ritin g , p u n c tu a tio n , language h i s t o r y , se m a n tic s, and lan g u ag e as a sym bolic system and p ro c e s s (p . 2 ) . L i t e r a t u r e L i t e r a t u r e may be d e fin e d as an a c t o f th e c r e a t i v e im a g in a tio n e x p re s s in g i t s e l f i n la n g u a g e .. I t does n o t in c lu d e a l l speech and w r itin g , o r 53 even a l l t h a t has been w e ll spoken o r w r i t t e n , though c e r t a i n l y every example o f e f f e c t i v e ex p r e s s io n i n E n g lis h can add to th e sto c k o f m a te r ia ls w ith w hich th e s tu d e n t in c r e a s e s h is own com petence i n u s in g th e la n g u a g e . I t does in c lu d e th o s e im a g in a tiv e works t h a t re n d e r w ith s p e c ia l e f f e c t iv e n e s s th e q u a lity of human e x p e rie n c e; l i t e r a t u r e , in d e e d , may w e ll be th e c h ie f o f th e h u m a n istic s u b je c ts i n th e sc h o o l c u rric u lu m (p. 2 ) . C om position C om position i s reg ard ed by many te a c h e rs as n o t q u ite p a r a l l e l to lan g u ag e and l i t e r a t u r e , s in c e i t i s i n some sen se an a c t o r p ro c e s s r a t h e r th a n a component h aving a s p e c i f i c c o n te n t of i t s own. I n b o th i t s o r a l and w r i t t e n e x p re s s io n , i t s p r a c t i c a l and Im a g in a tiv e form s, i t tu r n s to many kinds o f e x p e rie n c e , in c lu d in g th e re s o u rc e s o f language and l i t e r a t u r e , f o r i t s c o n te n t and te c h n iq u e s . Yet th e r e does e x i s t a t r a d i t i o n a l body o f l o g i c a l and r h e t o r i c a l m a te r ia ls a p p l i c a b le to th e p ro c e s s e s of o r a l and. w r i t t e n com p o s i t i o n . . . . i t seems a p p r o p ria te s t i l l to tr y to d e f in e som ething o f th e c o n te n t of co m p o sitio n as th e t h i r d o f th e components of E n g lish and to em phasize as i t s most s i g n i f i c a n t elem ent th e te c h n iq u e s and p ro c e s s e s by which th e sp e a k e r or w r i t e r communicates h i s s u b je c t to h is a u d ie n c e . . . (p. 2 ) . T here are s p e c i f i c s k i l l s t h a t w i l l need to be developed by th e p u p ils i n o rd e r to m aster th e s t r u c t u r e o f knowledge i n E n g lish as re a d in g , w r itin g , and sp e a k in g . I n o r d e r to c o n s tr u c t and use th e form f o r th e i n s t r u c t i o n a l p ack ag es, i t was n e c e ssa ry to d e f in e th e a re a s to p u t i n t o them , These packages th e n became a system of com m unication f o r th e te a c h e rs to exchange th e id e a s as th e r e was a commonality o f term inology about th e v a r ia b le s in c lu d e d as fo llo w s : P u p il Perform ance L evel .T hat le v e l of m astery o f le a r n in g as determ ined by s ta n d a rd iz e d t e s t s , te a c h e r made t e s t s , a n d /o r o b se rv a t io n s made by q u a l if i e d e d u c a to r s . Concepts ( K e rlin g e r, 1965) . Concepts a re g e n e r a liz a ti o n s and a b s tr a c tio n s t h a t a re common th re a d s found i n a l l l e v e l s o f e d u c a tio n , as p a t r i o t i s m , form , c o lo r . Taxonomy o f E d u c a tio n a l O b je c tiv e s .Bloom, E n g e lb a rt, F u r s t, W ill, & Krathwohl ( 1956) d e t e r mined th e s e f o r th e c o g n itiv e domain, o r developm ent o f i n t e l l e c t u a l a b i l i t i e s and s k i l l s , and. K rathw ohl, Bloom, & M asia ( 1964) sequenced th e s e f o r th e a f f e c t i v e domain, o r e d u c a tio n a l o b je c tiv e s determ ined i n term s of th o u g h ts , f e e l i n g s , and a c tio n s . These taxonom ies l i s t th e con tin u i n g p ro c e s s b eg in n in g w ith th e te a c h e r p r e s e n tin g m a te r ia ls and th e p u p ils g iv in g a t t e n t i o n to th e te a c h e r w ith h o ld in g judgm ent u n t i l th e p u p ils have com pleted e v a lu a tio n of t h e i r work i n r e l a t i o n to th e o r i g i n a l o b je c tiv e o r o b je c ti v e s . .Bloom e t a l l — C o g n itiv e Domain . knowledge in c lu d e s th o se b e h a v io rs and t e s t s i t u a t i o n s which em phasize th e remembering, e i t h e r by r e c o g n itio n o r r e c a l l , o f id e a s , m a te r ia l , phenomena. . com prehension i s p u p ils b e in g a b le to know what i s b ein g communicated so should be to th e p o in t t h a t they a re a b le to make some use o f i t , a lth o u g h th e term as used h e re i s n o t synonymous w ith com plete u n d e rs ta n d in g . . a p p l ic a tio n em phasizes remembering and b r in g in g to b e a r upon g iv e n m a te r ia l th e a p p r o p r ia te g e n e r a liz a t i o n o r p r i n c i p l e s . . a n a ly s is b re a k s down th e m a te r ia l in to i t s c o n s titu e n t p a r t s i n o r d e r to d e t e c t th e r e l a t i o n s h i p s and ways th ey a re o r g a n iz e d . . s y n th e s is i s a p u tti n g to g e th e r o f elem ents to form a whole n o t c l e a r l y th e r e b e f o r e . . e v a lu a tio n i s th e making o f judgm ents about th e value o f id e a s , w orks, s o lu t io n s , m ethods, m a te r ia l s , f o r some p u rp o se . E v a lu a tio n th u s r e p r e s e n ts n o t only an end p ro c e s s i n d e a lin g w ith c o g n itiv e b e h a v io rs , b u t a lso a m ajor l i n k w ith th e a f f e c t i v e b e h a v io rs alth o u g h th e em phasis h e re i s s t i l l la r g e ly c o g n itiv e r a t h e r th a n em otive. .K rathw ohl e t a l l - A f f e c t i v e Domain . r e c e iv in g i s when th e l e a r n e r i s s e n s itiz e d to th e e x is te n c e o f c e r t a i n phenomena and s ti m u li to th e p o in t t h a t he i s w i l l i n g to r e c e iv e o r to a tte n d to them. . resp o n d in g i s when th e l e a r n e r i s a c tiv e ly a tte n d in g 3 6 to th e p o in t t h a t he has a low l e v e l o f commitment. . v a lu in g i s i n p a r t a r e s u l t of th e in d iv id u a l p u p i l ’s own a ssessm en t and in p a r t a s o c i a l p ro d u c t t h a t h a s been slo w ly in te r n a liz e d o r accep ted and 4 has come to be used by th e p u p il as h i s own c r i t e r i o n o f worth o f a th in g , a phenomenon, o r b e h a v io r, . o r g a n iz a tio n i s th e o rd e rin g of v a lu e s in to a system and th e d e te rm in a tio n o f th e i n t e r r e l a t i o n s h i p s among them. . c h a r a c t e r i z a t i o n i s th e in d iv id u a l a c t i n g c o n s is te n tly i n accordance w ith th e values he has i n t e r n a l i z e d a t t h i s l e v e l . R e a l i s t i c a l l y , fo rm a l e d u c a tio n g e n e r a lly cannot re a c h th is l e v e l . B e h a v io ra l O b je c tiv e s (M ager, 19^2 , Taba, 19^2 , and K e rlin g e r, 1965) .Statem ent; o f proposed b e h a v io ra l changes, i e , te rm in a l b e h a v io r, i n p u p ils . At th e p re se n t tim e , i t i s alm ost im p o ssib le to a s s e s s m o tiv es i n p u p ils , b u t b eh a v io r can be o b se rv e d , a c t i v i t i e s planned, i n s t r u c t i o n a l m a te r ia ls s e le c te d f o r u s e th a t w ill p ro b a b ly le ad to t h i s p roposed b e h a v io r. These changes a r e th e n a s s e s s e d . A c t i v i t i e s .T h is i s th e h o w -to -in v o lv e -p u p ils i n i n t e r a c t i o n w ith th e te a c h e r , t h e i r p e e r s , and th e i n s t r u c t i o n a l m a t e r i a l s . 37 I n s t r u c t i o n a l M a te ria ls .These ite m s were approved m a te r ia ls f o r ju n io r h ig h sch o o l E n g lish i n th e D i s t r i c t , and as such, were made a v a ila b le to te a c h e r s o f b o th th e e x p e rim e n ta l and c o n tr o l g ro u p s. Assessm ent and E v a lu a tiv e D evices (Gorow, 1962 and T horndike & H agen,1965) .See Appendix I . Next Time I Teach T his . . . .See Appendix G. Them atic U n its •An approach f o r c u rric u lu m im p lem e n tatio n in to th e c l a s s room whereby th e s t r u c t u r e o f knowledge (B ru n er, 1965 and 1966) i n th e s u b je c t i s in te g r a te d w ith th e r e q u i s i t e e d u c a tio n a l s k i l l s needed to te a c h and l e a r n knowledge, id e a s , and concepts i n E n g lis h . These a re based on d evelopm ental ta s k s and i n t e r e s t s o f j u n io r h ig h school p u p ils (Bloom, 1964, E rik so n , 19^3 , F l a v e l l , 1965, H av ig h u rst, 1950 and 1957> and M aier, 1965) and a re p r e se n te d i n a l l th e D i s t r i c t sc h o o ls a t t h i s l e v e l . .T here are f i v e t h e o r e t i c a l models o f th e s e shown i n Appendices B-F. The form s f o r th e teach er-m ad e i n s t r u c t i o n a l packages based on th e s e th e m a tic u n i t s are shown f o r th e e x p e rim e n ta l group i n Appendix G and f o r th e c o n tr o l group i n Appendix H. Only th e e x p e rim e n ta l group i n t h i s study had acce ss to th e t h e o r e t i c a l models f o r d ev e lo p in g t h e i r p ac k ag e s. CHAPTER II PRESENT STUDY Overview T his stu d y was approved by th e Los A ngeles C ity School D i s t r i c t , F e b ru a ry , 19^7 , and was conducted d u rin g th e 1967-1968 sc h o o l y e a r . The p ro c e d u re s follow ed i n d e s ig n in g t h i s study in c lu d e d su rv e y in g th e l i t e r a t u r e (s e e C hapter I ) ; d e t e r m ining o b je c ti v e s , p ro c e d u re s , and e v a lu a tio n on th e b a s is o f a c r i t i c a l a n a ly s is o f t h i s l i t e r a t u r e ; d e v e lo p in g m a te r ia ls as th e t h e o r e t i c a l models o f th e cu rricu lu m (3ee Appendices B -F ); d ev e lo p in g th e form f o r th e i n s t r u c t i o n a l packages (see A ppendices G-H), and th e classroom t e s t i n g b u l l e t i n (see Appendix I ) ; p re s e n tin g I n - s e r v i c e t r a i n i n g ; s e l e c t i n g s u b je c ts and u s in g th e two method o lo g ie s w ith th e r e s p e c tiv e g ro u p s; g a th e r in g and a n a ly z in g d a t a . E x p erim en tal D esign The number f o u r , p r e t e s t - - p o s t t e s t c o n tr o l group d e s ig n re p o rte d by Campbell & S ta n le y ( 1963)> waa s e le c te d 39 40 f o r t h i s s tu d y : R 02 X 02 R Oj 04 T h is i s a t r u e e x p e rim e n ta l d e s ig n w hich c o n tr o ls th e r i v a l hy p o th eses r e l a t e d to i n t e r n a l v a l i d i t y (p. 18^) as fo llo w s : s im u lta n e ity o f e x p e rim e n ta l and c o n tr o l group s e s s io n s w ith d i f f e r e n t e x p e rim e n te rs , and t e s t i n g w ith th e same in s tru m e n ts u nder th e same a d m in is tr a tio n con d itio n s ., w ith s u b je c ts who have been s e le c te d random ly. M o rta lity was c o n tr o lle d by th e " p re fe r re d mode o f t r e a t ment . . . w hich would seem to use a l l o f th e s e le c te d e x p e rim e n ta l and c o n tr o l group s tu d e n ts who com pleted b o th p r e t e s t and p o s t t e s t . . . (p. 186) . " See T ab le 2 , C hapter I I I , f o r im p lem e n tatio n o f t h i s p ro c e d u re . As th e survey o f th e l i t e r a t u r e f a i l e d to r e v e a l d a ta showing d eg ree s o f c o r r e l a t i o n among a l l s i x t e s t s w ith a ju n io r h ig h sch o o l p o p u latio n ., t h i s s t a t i s t i c a l p ro ced u re was com pleted u s in g only th e p r e t e s t s (se e T able 1, C hapter I I I ) p r i o r to ru n n in g an a n a ly s is o f c o v a ria n c e on each o f th e s ix t e s t s as p e r th e d e s ig n s e l e c t e d . The i n dependent v a r ia b le s were i n t e l l i g e n c e above and below th e median IQ and methods o f te a c h in g , c o n v e n tio n a l methods i n th e c o n tr o l group and th e i n s t r u c t i o n a l packages im plem enting c r e a tiv e b e h a v io r i n th e e x p e rim e n ta l g ro u p . 4 l The dependent v a r ia b le was th e p o s t t e s t s c o re s on th e s i x t e s t s w ith th e p r e t e s t s b e in g th e c o v a r i a te . D e lim ita tio n s The scope o f t h i s one y e a r stu d y i s th e j u n io r sch o o l E n g lish program i n a la r g e , u rb an sc h o o l d i s t r i c t . The s e l f co n ta in e d c la s s e s i n th e stu d y should have no more th a n 35 p u p ils e n r o lle d i n them d u rin g th e tim e of th e s tu d y . There were two methods used i n im plem enting th e new C a l i f o r n i a S ta te Course o f Study i n E n g lis h , both o f which met th e D i s t r i c t p o lic y g u id e lin e s re g a rd in g th e u se o f th e m a tic u n i t s and i n s t r u c t i o n a l m a t e r i a l s . Eor th e e x p e rim e n ta l group, th e r e was i n - s e r v i c e t r a i n i n g to p re p a re th e te a c h e rs to d ev elo p i n s t r u c t i o n a l packages ap p ly in g th e dynamics o f c r e a t i v e b e h a v io r to th e c l a s s room. These packages had s e q u e n tia l developm ent o f c u rric u lu m o b je c tiv e s en co u rag in g i n t e r a c t i o n a t a p o s i t i v e , a c tiv e le v e l and u se of group and in d iv id u a l a c t i v i t i e s ; some o f th e s e were c a r e f u l ly s tr u c t u r e d , and o th e r s allow ed tim e and freedom f o r te a c h e r - p u p il developm ent. T eachers u s in g th e c o n v e n tio n a l methods i n th e c o n tr o l group a lso re c e iv e d p re p s e s s io n s on th e new co u rse o f stu d y , ma t e r i a l s a v a i l a b l e , and a le s s o n p la n h av in g se q u en ce s. 42 L im ita tio n s Although e d u c a tio n i s sometimes c a lle d a b e h a v io ra l s c ie n c e , i t i s n o t a tr u e s c ie n c e i n t h a t a th e o ry has been fo rm u la te d to e x p la in phenomena; y e t , t h i s i s a g o a l of e d u c a tio n . However, th e s c i e n t i f i c method has been used i n e d u c a tio n to fo rm u la te s e v e r a l th e o r ie s e x p la in in g th e same phenomenon. Thus, t h i s stu d y , l i k e o th e r educa t i o n a l s tu d i e s , r e l i e d q u ite h e a v ily on c o n s tru c ts which K e rlin g e r (1965) d e fin e d as fo llo w s : A c o n s tru c t i s a concept (n o te : K e rlin g e r s t a t e s , "a concept i s a word t h a t e x p re s s e s an a b s t r a c t i o n formed by g e n e r a l i z a t i o n from p a r t i c u l a r s . " ) I t has added meaning, o f h av in g been d e l i b e r a t e l y and c o n sc io u sly in v e n te d o r adopted f o r a s p e c ia l s c i e n t i f i c p u rp o se . . . . I t mean3 t h a t s c i e n t i s t s c o n s c io u sly and s y s te m a tic a lly use i t i n two ways. One, i t e n t e r s in to t h e o r e t i c a l schemes and i s r e l a t e d i n v a rio u s ways to o th e r c o n s tr u c ts . . . . Two, i t i s so d e fin e d and s p e c ifie d , t h a t i t can be observed and measured (p . 31)* A handbook f o r s t r u c t u r i n g d i s t r i c t in - s e r v i c e t r a i n i n g may need to be developed to accompany t h i s stu d y i n o r d e r f o r i n s t r u c t i o n a l packages to be c o n s tru c te d by te a c h e r s on a d i s t r i c t - w i d e b a s is a t th e ju n io r h ig h sch o o l l e v e l . T h is handbook could be i n th e form o f p ro gramed i n s t r u c t i o n a l m a t e r i a l s . Sample The o v er 2 ,0 0 0 p u p il p o p u la tio n i n th e sch o o l was cosm opolitan in d e e d , f o r th e r e was a m u l t i p l i c i t y of r e l i g i o n s , n a t io n a l o r i g i n s , and ra c e s r e p r e s e n te d . The a re a from w hich th e p u p ils come to t h i s school has homes ra n g in g from s m a lle r t r a i l e r s to m u l t i - l e v e l houses on la r g e l o t s , b u t f o r th e most p a r t , th e r e a re apartm ent b u ild in g s and two and. th r e e bedroom h o u s e s . The sc h o o l was on a two se m e ste r p e r sc h o o l y e a r b a s is , and th e p u p ils who were in c lu d e d i n th e sam ple were i n th e e ig h th and n in th g r a d e s . Due to th e com plexity o f c o u n s e lin g and classroom p ro ced u res i n a la r g e j u n io r h igh sc h o o l, to s e l e c t p u p ils randomly f o r a study i s an a d m in is tr a tiv e im p r o b a b ility , i f n o t i m p o s s i b i l i t y . However, as Campbell & S ta n le y (1963) s u g g e st, te a c h e r s could be s e le c te d random ly,and th e p u p ils i n t h e i r c l a s s e s th e n become a p a r t o f e i t h e r th e e x p e r i m ental o r c o n tr o l group. Thus, th e e x p e rim e n ta l group te a c h e rs f o r t h i s study were s e le c te d randomly from among th o s e who com pleted th e i n - s e r v i c e t r a i n i n g , and th e c o n tro l group te a c h e rs were s e le c te d , randomly from th e E n g lish D epartm ent o f th e s c h o o l. There were f i v e te a c h e rs i n th e c o n tr o l g ro u p , one o f whom had c l a s s e s a t b o th g rade le v e ls i n th e stu d y ; f o u r were i n th e e x p e rim e n ta l group, two of whom had c la s s e s i n b o th g rad e l e v e l s . Each o f th e s e te a c h e rs had two o r more y e a rs e x p e rie n c e i n te a c h in g E n g lish , w ith a t l e a s t one y e a r a t t h i s j u n io r h ig h sch o o l 44- p r i o r to th e s tu d y . Too, a l l te a c h e r s i n th e stu d y had E n g lish m ajors o r m inors i n c o lle g e and h e ld C a lif o r n i a c r e d e n tia ls f o r te a c h in g E n g lis h i n secondary s c h o o ls . 398 p u p ils were e n r o lle d i n th e groups i n September, 1967. However, 2 6? com pleted th e s i x p r e t e s t s and th e C a lif o r n i a T e s t o f M ental M a tu rity ; th e 1357 i n th e e x p e r i m ental group and th e 126 i n th e c o n tr o l group were th e n d iv id e d i n to two groups above and below th e m edian IQ of IO 8.5. The IQ range f o r th e e x p e rim e n ta l group was 69 to 137, and th e c o n tr o l group ranged from 74 to 147 (se e T able 2 , C h ap ter I I I ) . M a te ria ls Used i n th e Study The i n - s e r v i c e t r a i n i n g f o r th e e x p e rim e n ta l group te a c h e rs re q u ire d t h a t s p e c ia l m a te r ia ls be used a n d /o r developed i n a d d i tio n to th e D i s t r i c t and community r e s o u r c e s . The t h e o r e t i c a l model o f th e c u rric u lu m im p le m enting c r e a t i v e b eh a v io r was f i r s t conceived as a p r e sc h o o l d e v ic e designed, f o r P r o je c t P o te n ti a l i n 1964-1965 by M e tfe s s e l, M urry, and F o s te r . However, i t was n o t u n t i l th e fo llo w in g y e a r t h a t th e one used i n t h i s stu d y was d esig n ed and f iv e th e m a tic u n i t s developed f o r th e j u n io r h ig h sc h o o l le v e l (se e A ppendices B - F ). The a d d itiv e was th e taxonomy i n th e c o g n itio n and a f f e c t i v e 45 dom ains. These were p re s e n te d s e p a r a te ly f o r p u rp o ses o f a n a ly s is ; however; Bloom e t a l l and Krathw ohl e t a l l su g g ested t h a t th e s e domains can be a r t i c u l a t e d on th e sequences which was done i n th e i n s t r u c t i o n a l p ac k ag e s. T his model and th e u n i t s were f i r s t used i n an ESEA T i t l e I p r o j e c t i n Laguna Beach U n ifie d School D i s t r i c t d u rin g th e summer o f 1966. The i n s t r u c t i o n a l packages were developed i n th e i n - s e r v i c e s e s s io n s by a s e r i e s o f S tep s (se e Appendix J) b e g in n in g w ith th e r a t i o n a l e o f th e Framework and th e S tr u c tu r e o f I n t e l l e c t as w e ll as th e d e f i n i t i o n s (C h ap ter I ) . Thus they could become a system o f com m unication f o r s h a rin g p r o f e s s io n a l id e a s , th e v a r ia b le s o f which are p laced w ith in a fo rm a t and s t a t e d i n commonly agreed upon language from ( l ) th e Framework, ( 2 ) D i s t r i c t th e m a tic u n i t s , (5) t h e o r e t i c a l model and u n i t s to (4 ) a classroom le s s o n p la n . I n s t r u c t i o n a l m a te r ia ls f o r p u p ils were surveyed from D i s t r i c t approved r e s o u rc e s , and sam ples were shown d u rin g th e e ig h t s e s s io n s . The le a r n in g environm ent was s tr u c t u r e d to a r t i c u l a t e w ith each o f th e f i v e model u n i t s i n th e room where th e group met most o f th e tim e; i n a d d itio n , p u p il made p ro d u c ts were shown and th e p ro c e s s o f d e v e lo p in g them was ex p lo red by members o f th e group and o th e r te a c h e r - g u e s ts i n th e s c h o o l. One s e s s io n was 46 h eld i n th e l i b r a r y and te x tb o o k room i n o rd e r to s e l e c t re fe re n c e s f o r th e p a c k a g e s. A D i s t r i c t a u d io - v is u a l s e c tio n s u p e rv is o r h e lp e d th e group make tr a n s p a r e n c ie s r e la te d to t h e i r package as w e ll as showed s l i d e s o f room en v iro n m en ts. The Classroom T e s tin g b u l l e t i n (Appendix I) gave g u id e lin e s f o r d ev e lo p in g b e h a v io ra l o b je c tiv e s and d e v ic e s to a s s e s s them. F i f t e e n te a c h e rs in c lu d in g an a r t te a c h e r and th e l i b r a r i a n p a r t i c i p a t e d i n t h i s i n - s e r v ic e . The p rep s e s s io n s were p re s e n te d d u rin g r e g u la r ly scheduled m eetings and were based on th e Framework, D i s t r i c t th e m a tic u n i t s , D i s t r i c t approved m a te r ia ls , and. s k i l l developm ent i n E n g lis h . The i n v e s t i g a t o r was th e i n - s e r v i c e t r a i n i n g le a d e r f o r th e e x p e rim e n ta l group and did th e follow yup v i s i t s to th e sc h o o l d u rin g th e y e a r th e stu d y was b e in g c o n d u c te d . The Chairman o f th e E n g lish D epartm ent p r e se n ted th e p rep s e s s io n s to th e c o n tro l group, and th e sc h o o l s t a f f c a r r ie d th e r e s p o n s i b i l i t y o f im plem enting th e s tu d y . T e s ts T here were seven t e s t s e c tio n s u sed i n t h i s stu d y , each one o f which had been approved by th e D i s t r i c t p r i o r to th e s t u d y . The IQ was i d e n t i f i e d by means of s c o re s on th e C a lif o r n i a T e s t of M ental M a tu r ity . The f i v e t e s t s o f E n g lish s k i l l s and th e one o f c r e a t i v e b e h a v io r— C a lif o r n i a Achievement T e st o f R eading— re a d in g vocab u lary and com prehension; C a lif o r n i a Achievement T e st o f Lan guage— language and s p e llin g ; S e q u e n tia l T e sts o f Educa t i o n a l P ro g re s s —w r itin g ; and th e Group T e st o f Cre a t i v i t y —were analyzed f o r r e l i a b i l i t y and v a l i d i t y s tu d ie s as w e ll as a d m in is tr a tio n and i n t e r p r e t a t i o n p ro ced u res a c c o rd in g to th e e s s e n t i a l s ta n d a rd s i n S tan d ard s f o r e d u c a tio n a l and p s y c h o lo g ic a l t e s t s and manuals {1966). The combined manual f o r th e C a lif o r n i a Achievement T e st s e r i e s had th e most in fo rm a tio n , th e S e q u e n tia l T e s ts of E d u c a tio n a l F r o g r e s s - - w r itin g had one r e le v a n t stu d y f o r j u n i o r h ig h sc h o o l, and th e Group T e st o f C r e a tiv ity i s c l a s s i f i e d as e x p e rim e n ta l. Each o f th e s i x f a c t o r s of t h i s has been f a c t o r an aly zed , however, w ith th e combina t i o n of th o se s e le c te d f o r t h e i r low i n t e r c o r r e l a t i o n s and h igh v a l i d i t y ; v e rb a l and. n o n -v e rb a l f a c t o r s are r e p r e s e n te d — spontaneous f l e x i b i l i t y , o r i g i n a l i t y , r e d e f i n i t i o n , s e n s i t i v i t y to problem s, flu e n c y , and e la b o r a t i o n (se e D e f in itio n , C hapter I ) . These t e s t s were a d m in iste re d by c o u n s e lo rs and te a c h e rs a t th e sc h o o l f o r th e p r e t e s t s and by th e in v e s t i g a t o r and th e E n g lish te a c h e rs f o r th e p o s t t e s t s . The C a lif o r n i a T e s t of M ental M a tu rity and. th e C a lif o r n i a 48 Achievem ent T e s t w ere sco red by machine i n th e M easurement and E v a lu a tio n S e c tio n w h ile th e E n g lish te a c h e r s marked th e S e q u e n tia l T e s ts o f E d u c a tio n a l P ro g r e s s . The Group T e st o f C r e a t i v i t y was scored, by th e i n v e s t i g a t o r and a c o lle g e g ra d u a te who has s tu d ie d psychology and. sp eak s s e v e r a l la n g u a g e s; th e P r o j e c t P o t e n t i a l s c o r in g s ta n d a rd s were used w ith e s p e c i a l a t t e n t i o n b e in g g iv e n to con s i s t e n c y o f s c o r in g th e s e open-ended, an sw ers, as th e s e n s i t i v i t y to problem s s e c t i o n , due to th e m u l t i - l i n g u a l background o f many o f th e p u p ils in c lu d e d i n th e sam ple. D i f f i c u l t i e s T here was a m ajor d i f f i c u l t y due to th e la c k o f D i s t r i c t f u n d s . The s i x p e r io d 'd a y was c u t b ack to f i v e f o r th e n in th g r a d e r s th e f i r s t se m e ste r o f th e stu d y and was r e s to r e d th e second s e m e s te r. T h is a f f e c t e d th e e l e c t i v e and math program s f o r th e n in th g r a d e r s p r e p a r in g to e n t e r h ig h sc h o o l f o r th e f a l l s e m e s te r, 1968, and m eant t h a t a number o f p u p i l s co u ld n o t co m p lete t h e i r re q u ire m e n ts f o r commencement and h ig h sc h o o l program m ing and s t i l l be i n th e s tu d y . T here w ere s t a f f changes a ls o i n th e s c h o o l, as h av in g th r e e head c o u n s e lo rs t h a t one y e a r due to p r o m o tio n a l p o l i c i e s o f th e D i s t r i c t . B oth o f th e s e s i t u a t i o n s w ere beyond th e c o n t r o l of th e sch o o l and r e s u lte d i n a lo s s of sam ple. Yet th e a d m in is tr a tio n and f a c u l ty w ere mo3t c o o p e ra tiv e i n tr y in g to so lv e th e problem s caused by th e s e i n r e l a t i o n to th e study . CHAPTER III STATISTICAL PROCEDURES N ull H ypotheses I n a d d i tio n to th e r e s e a r c h h y p o th e s is l i s t e d i n C hapter I , th e r e a re s i x n u l l h y p o th eses f o r t h i s stu d y : .th e r e w i l l be no d if f e r e n c e betw een th e e x p e rim e n ta l and c o n tr o l groups on re a d in g v o cab u lary achievem ent as measured by th e C a lif o r n i a Achievement T e s t of Reading V o cabulary; .th e r e w i l l be no d if f e r e n c e betw een th e e x p e rim e n ta l and c o n tr o l groups on re a d in g com prehension achievem ent as measured by th e C a lif o r n i a Achievement T e s t o f Reading Com prehension; .th e r e w i l l be no d if f e r e n c e betw een th e e x p e rim e n ta l and c o n tr o l groups on language achievem ent as measured by th e C a lif o r n i a Achievement T e st o f Language; .th e r e w i l l be no d if f e r e n c e betw een th e e x p e rim e n ta l and c o n tr o l groups on s p e l l i n g achievem ent as measured by th e C a lif o r n i a Achievement T e st o f S p e llin g ; .th e r e w i l l be no d if f e r e n c e betw een th e e x p e rim e n ta l and c o n tr o l groups on w r i tin g achievem ent as measured by th e 50 51 S e q u e n tia l T e st o f E d u c a tio n a l P ro g re s s —W ritin g T e s t; and .th e r e w i l l be no d if f e r e n c e betw een th e e x p e rim e n ta l and c o n tro l groups on c r e a t i v e b e h a v io r as measured by th e Group T e s t o f C r e a t i v i t y . The two f a c e t s i n th e s t a t i s t i c a l d e s ig n o f t h i s study were one, a c o r r e l a t i o n m a trix o f p r e t e s t s , and two, an a n a ly s is o f c o v a ria n c e to d eterm in e th e d egree o f s ig n i f ic a n c e , i f any, i n th e d if f e r e n c e between th e p r e t e s t and. p o s t t e s t sc o re s f o r each o f th e s ix a re a s t e s t e d . Raw s c o re s were u se d . C o r r e la tio n M atrix A lthough th e C a lif o r n i a Achievement T e s ts o f Reading V ocabulary, Reading Com prehension, Language, and S p e llin g have been s tu d ie d f o r le v e ls o f c o r r e l a t i o n among them (se e C hapter I I ) , - th e STEP W ritin g T e s t and Group T e st o f C r e a tiv i ty had l i t t l e in fo rm a tio n about c o r r e l a t i o n w ith th e o th e r t e s t s used a c c o rd in g to th e survey o f th e l i t e r a t u r e f o r t h i s s tu d y . I t was th e r e f o r e d ecid ed to compute a c o r r e l a t i o n m a trix f o r th e s ix t e s t s , as t h i s could p ro v id e d a t a r e le v a n t to th e b a s ic assum ption t h a t p u p ils have more a b i l i t i e s th a n a re c u r r e n tly b e in g i d e n t i f i e d and developed i n th e ju n io r h ig h sc h o o l E n g lish program i n th e Los A ngeles C ity S c h o o ls . 52 The c o r r e l a t i o n m a trix (see T able l ) was computed by u s in g th e program BM D03D— C o r r e la tio n w ith Item D ele t i o n —V e rsio n of August 9 > 19^7 — a t th e Computer S cien ces L a b o ra to ry , U n iv e r s ity o f S o u th ern C a lif o r n i a , w ith a t o t a l H o f 263 who had completed, th e p r e t e s t s i n each o f th e s i x a r e a s . F iv e o f th e t e s t s —Reading V ocabulary, R eading Com prehension, Language, S p e llin g , and W ritin g — c o r r e la te d w ith in a range o f .78 (R eading V ocabulary w ith R eading Com prehension) to .61 ( S p e llin g w ith W ritin g ) w ith each o th e r . T his i n d ic a t e s a shared v a ria n c e o f a p p ro x i m ately f i f t y - s e v e n to t h i r t y - s i x p e r c e n t. The Group T e st o f C r e a tiv ity c o r r e la te d w ith each to a much l e s s e r degree t h a t ranged from .55 w ith Reading V ocabulary to .35 w ith S p e llin g , th u 3 a c c o u n tin g f o r ap p ro x im ately t h i r t y to tw elv e p e r c e n t sh ared v a r ia n c e . The d a ta ten d to i n d i c a t e t h a t th e Group T e st o f C r e a tiv ity v a r ia b le r e f l e c t s a c o n s id e ra b ly h ig h e r l e v e l o f independency th a n th e o th e r s . A n a ly sis o f C ovariance T here was a lo s s o f sam ple betw een p r e t e s t s and p o s t t e s t s due to a m u l t i p l i c i t y o f f a c t o r s as shown i n T ab le 2 . The rem ain in g N o f 123— 48 i n th e c o n tr o l group and 75 i n th e e x p e rim e n ta l group—was th e sample f o r th e a n a ly s is o f c o v a ria n c e computed by u s in g th e program , A n a ly sis o f C ovariance, a t th e Computer S cie n ces L aboratory, TABLE 1 CORRELATION MATRIX V ariab le Mean S.D. o o r re ia r io n 12 3 4 5 1 . CAT Reading Vocabulary 44.25 9.29 2 . CAT Reading Comprehension 57.08 13.60 .78 3 . CAT Language 77.26 13.62 .71 .72 CAT S p e llin g 20.67 5.46 .64 .63 .72 5. STEP W riting 54.92 9 .60 .63 .70 .63 .61 6. GTOC 150.10 32.28 .55 .47 .46 .38 U n iv e r s ity of S o u th ern C a lif o r n i a (see T ables 3 5 to 8 ) . The r e s u l t s a re t h a t th e n u l l h y p o th eses were accep ted a t th e .05 le v e l o f s ig n i f ic a n c e f o r th e C a lif o r n ia Achievement T e s ts o f Reading V ocabulary, Reading Compre h e n sio n , Language, S p e llin g , and th e STEP W ritin g v a r i a b le s ; th e n u l l h y p o th e sis o f no d if f e r e n c e was r e je c te d a t th e .01 l e v e l f o r th e Group T e st of C r e a tiv i ty ; and th e co rre sp o n d in g r e s e a rc h h y p o th e sis was found te n a b le . I n th e ca se o f th e Group T e s t of C r e a tiv i ty , a d if f e r e n c e as la r g e as th e one found would be expected to o ccu r by chance i n l e s s th a n one case out o f one-hundred. The chance o f b ein g i n c o r r e c t i n r e j e c t i n g th e n u ll h y p o th e sis and a c c e p tin g th e r e s e a r c h h y p o th e s is i s l e s s th a n one p e r c e n t . The p ro c e s s f o r d e te rm in in g t h i s s ig n i f ic a n c e f o r th e Group T e st of C r e a tiv ity was a s c e rta in e d by u s in g th e A n aly sis o f C ovariance program to compute f i r s t th e mean, th e sta n d a rd d e v ia tio n , and th e sta n d a rd e r r o r f o r each o f th e f o u r groups te s te d w ith th e Group T e s t o f C r e a tiv ity as shown i n T able 8 . Next th e a n a ly s is of v a ria n c e f o r th e v a r ia b le X, o r p r e t e s t , was d eterm in ed , and t h i s in d ic a te d a s i g n i f i c a n t d if f e r e n c e e x i s t i n g among th e s e fo u r g ro u p s. Then th e a n a ly s is o f v a r ia n c e f o r v a r ia b le Y, o r p o s t t e s t , was used to d eterm in e t h a t th e re was an even g r e a t e r d if f e r e n c e among th e s e fo u r g ro u p s. The l a s t s te p o f t h i s com puter program d eterm ined t h a t th e a n a ly s is of c o v a ria n c e F was 8 .0 w hich was l a r g e r th a n th e .05 le v e l o f s ig n i f ic a n c e o f 2 .6 8 and .01 le v e l o f 3 .9 4 . The p r e t e s t s were th e c o v a r ia te . The f i n a l com putation s te p was to d eterm in e where d if f e r e n c e s were among th e fo u r g ro u p s. The a d ju s te d means f o r each o f th e s e were com puted by hand (see T able 9 ), and S tu d e n t's t- v a lu e s (se e T able 10) were found f o r th e fo u r groups u sin g th e SU M M RY program a t th e Computer S c ie n c e s L a b o ra to ry , U n iv e rs ity of S o u th ern C a lif o r n i a . I t may be observed t h a t th e s e methods c r o s s - v a lid a te d each o th e r to i n d ic a t e t h a t th e e x p e rim e n ta l group having above th e Median IQ had th e g r e a t e s t s i g n i f i c a n t d if f e r e n c e ; T able 10 shows t h i s s ig n if ic a n c e a t th e .01 l e v e l . The ex p e rim en ta l group h aving below th e Median IQ had th e n e x t h ig h e s t d if f e r e n c e which was s i g n i f i c a n t a t th e .05 l e v e l . N e ith e r o f th e c o n tr o l groups r e f l e c t e d a s i g n i f i c a n t d if f e r e n c e . In th e cases o f th e e x p e rim e n ta l g ro u p s, th e n u l l h y p o th e sis was found n o t te n a b le , and th e re s e a r c h h y p o th e sis o f s i g n i f i c a n t d if f e r e n c e i s a c c e p te d . The r e s u l t s o f t h i s study i n r e l a t i o n to th e s ta te d h y p o th eses a re as fo llo w s : ( l ) th e r e was no s i g n i f i c a n t d if f e r e n c e between th e e x p e rim e n ta l and c o n tro l groups on achievem ent i n re a d in g v o ca b u lary , re a d in g com prehension, lan g u ag e, s p e l l i n g , and w r i tin g as measured by th e t e s t s used i n t h i s s tu d y ; (2) th e r e was a s i g n i f i c a n t d if f e r e n c e betw een th e e x p e rim e n ta l and c o n tr o l groups on c r e a tiv e b e h a v io r as m easured by th e Group T e s t o f C r e a tiv i ty a t th e .01 le v e l f o r th e e x p e rim e n ta l group above th e median IQ of 108.5 and a t th e .05 le v e l f o r th e e x p e rim e n ta l group below th e median IQ; (5 ) th e f i r s t re s e a rc h h y p o th e s is was found te n a b le f o r th e e x p e rim e n ta l group as th e r e was a s i g n i f i c a n t d if f e r e n c e between th e p r e - and p o s t t e s t sc o re s on th e Group T e s t o f C r e a tiv i ty ; and (4 ) th e second r e s e a r c h h y p o th e s is was n o t te n a b le as th e r e was no s i g n i f i c a n t d if f e r e n c e betw een th e p r e - and p o s t t e s t sc o re s on th e Group T e st o f C r e a tiv ity f o r th e c o n tro l group. Thus, th e d a ta i n d ic a t e t h a t th e ex p e rim en ta l groups developed c r e a t i v e b e h a v io r as a r e s u l t o f th e e x p e rim e n ta l tre a tm e n t a t a s i g n i f i c a n t le v e l of d i f f e r ence as shown by Group T e s t o f C r e a tiv ity p r e - and p o s t t e s t s c o re s , and. th e c o n tr o l group did. n o t. At th e same tim e , both groups m ain tain ed th e developm ent o f E n g lish s k i l l s as shown by sc o re s on re lia b le , v a lid achievem ent t e s t s . 57 TABLE 2 LOSS OP SAMPLE I n T h is Group Number S tudy and Name S e p t . 1967 L e f t th e S chool F i r s t S e m e ster M issin g P r e t e s t C o r r e la tio n M a trix f o r S ix T e s ts A d ju stm en t o f C la ss Numbers Second S em ester E le c tiv e C o n f lic t Second S e m ester L e f t th e S chool Second S em ester M issin g P o s t t e s t A n a ly sis o f Co- V a ria n ce ( l ) C o n tro l Group Below M d IQ 62 9 11 6 15 21 (2 ) C o n tro l Group Above M d IQ 64 7 15 5 14 27 T o ta l f o r C o n tro l Group 206 7 75 126 16 24 9 29 48 (5 ) E x p e r i m e n ta l Group Below M d IQ 69 5 4 1 25 58. (4 ) E x p e r i m e n ta l Group Above M d IQ 68 2 4 5 22 57 T o ta l f o r E x p e rim e n ta l 192 Group 8 47 157 5 8 4 45 75 T o ta ls f o r N 598 15 120 265 21 52 15 74 125 5 8 TABLE 3 < ANALYSIS OF COVARIANCE CALIFORNIA ACHIEVEMENT TEST: READING VOCABULARY Pretest Scores Used as Covariate S tan d a rd S tandard Mean D e v ia tio n E r r o r N C o n tro l Group Below th e Median IQ 39-10 9 .1 1 1 .9 9 21 P r e t e s t 4 3 .1 0 8 .7 2 1 .9 0 2T P o s t t e s t C o n tro l Group Above th e Median IQ 4 8 .6 3 6 .4 3 1 .2 4 27 P r e t e s t 5 1.22 5 .5 3 1 .0 6 27 P o s t t e s t E x p erim en tal Group Below th e Median IQ 41.58 9 .4 7 1 .5 4 38 P r e t e s t 4 4 .3 2 8 .3 8 I .3 6 38 P o s t t e s t E x p erim en tal Group Above th e Median IQ 4 9 .8 6 6 .1 0 1 .0 0 37 P r e t e s t 52.38 4 .6 6 .77 37 P o s t t e s t A n a ly sis o f V ariance - P r e t e s t F « 1 2 .90 A n a ly sis o f V ariance - P o s t t e s t F = 13*99 A n a ly sis o f C ovariance T able S ource Sum o f Squares DF Mean Square F T o ta l 3 2 16.5 1 2 1 . W ith in Groups 3027.1 1 1 8 . 25.65 A djusted Means 1 8 9 .4 3 . 63.14 2 .5 n .s n.s. = F not significant at the .05 level 59 TABLE 4 ANALYSIS OP COVARIANCE CALIFORNIA ACHIEVEMENT TEST: READING COMPREHENSION Pretest Scores Used as Covariate S tandard S tandard » T Mean D e v ia tio n ___________ E r r o r ________________ K C o n tro l Group Below th e Median IQ 4 8.29 14.65 5-20 21 P r e t e s t 51.71 15.48 5 .5 8 21 P o s t t e s t C o n tro l Group Above th e Median IQ 64.15 9-79 1 .8 8 27 P r e t e s t 66.98 9 .1 6 1 .7 6 27 P o s t t e s t E x p erim en tal Group Below th e Median IQ 51.92 1 0.14 1 .6 4 58 P r e t e s t 55.59 9 .1 4 1 .4 8 58 P o s t t e s t E x p erim en tal Group Above th e Median IQ 64.19 1 0 .6 6 I .7 5 57 P r e t e s t 67.08 8 .6 5 1 .4 2 57 P o s t t e s t A n a ly sis o f V a r ia n c e - P r e te s t P = 15-70 A n a ly sis o f V a r ia n c e - P o s tte s t F - 16.59 A n a ly sis o f C ovariance T able Source Sum o f Squares DP Mean Square P T o ta l 5465.6 1 2 1. W ith in Groups 5221.4 1 1 8 . 44.25 A djusted Means 244.2 5 - 8l . 4l 1 .8n *s n.s. -F not significant at the .05 level 6o TABLE 5 ANALYSIS OP COVARIANCE CALIFORNIA ACHIEVEMENT TEST: LANGUAGE Pretest Scores Used as Covariate Mean S tandard D e v ia tio n S tandard E rro r N 66.43 77-86 C o n tro l Group Below 15.17 15.09 th e Median IQ 3 .3 1 2 .8 6 21 21 P r e t e s t P o s t t e s t 83.11 8 7 .1 5 C o n tro l Group Above 7 .6 2 6 .4 3 th e Median IQ 1 .4 7 1 .2 4 27 27 P r e t e s t P o s tte s t. 7 5.63 8 1 .3 2 E xp erim en tal Group Below th e Median 1 0 .8 6 1 .7 6 10.17 1.65 IQ 38 38 P r e t e s t P o s t t e s t 85.68 89.92 E xp erim en tal Group Above th e Median 9 .4 5 1.55 6.21 1.02 IQ 37 3 1 P r e t e s t P o s t t e s t A n aly sis o f V ariance -■ P r e t e s t F = 16.94 A n aly sis o f V ariance -■ P o s t t e s t F = IO .56 A n a ly sis o f C ovariance T able Source Sum of Squares DF Mean Square F T o ta l 6536.1 W ith in Groups 6321.3 A djusted Means 214.8 121. 118. 53 5 . 71 ■ 57 .61 1 .3 n * s. n.s. =F not significant at the .05 level 61 TABLE 6 ANALYSIS OP COVARIANCE CALIFORNIA ACHIEVEMENT TEST: SPELLING P r e t e s t S c o r e s U sed a s C o v a r ia te T vroar> S tandard S tandard „ nean_______D e v ia tio n ___________ E rr o r________________ ________ C o n tro l Group Below th e Median IQ 1 8 .7 6 5 .2 6 1.15 21 P r e t e s t 23.71 1 7 .46 5.81 21 P o s t t e s t C o n tro l Group Above th e Median IQ 2 3 .0 4 4 .3 1 -83 27 P r e t e s t 24.48 4 .2 3 .81 27 P o s t t e s t E x p erim en tal Group Below th e Median IQ 19.18 5.43 .88 38 P r e t e s t 22.55 5-02 .81 38 P o s t t e s t E x p erim en tal Group Above th e Median IQ 2 4 .3 5 4 .1 7 .69 37 P r e t e s t 25.30 3*12 .51 57 P o s t t e s t A n aly sis o f V ariance - P r e t e s t P = 1 0 .96 A n aly sis o f V ariance - P o s t t e s t P « .78 A n aly sis o f C ovariance T able Source Sum o f S quares DP Mean Square P T o ta l 6027.3 121 . W ith in Groups 5897*8 118. 49*98 A djusted Means 129.4 3 . 43.14 .9n -s n.s. = F not s ig n if ic a n t a t th e .0 5 le v e l 62 TABLE 7 ANALYSIS OP COVARIANCE S T E P - W ritin g P r e t e s t Scores Used as C o v a ria te Mean S tandard S tandard . D e v ia tio n E rro r N 26.67 3 1 .8 6 C o n tro l Group Below th e Median IQ 1 0 .7 2 2 .3 4 9 .7 9 2 .1 4 21 21 P r e t e s t P o s t t e s t 3 8 .9 6 41.70 C o n tro l Group Above th e Median IQ 7 .2 6 1 .4 0 8 .1 2 1 .5 6 27 27 P r e t e s t P o s t t e s t 33-08 3 7 .3 4 E x p erim en tal Group Below th e Median 8 .0 3 1 .3 0 7 .9 1 1.28 IQ 38 38 P r e t e s t P o s t t e s t 40.68 44.59 E x p erim en tal Group Above th e Median 8 .7 1 1 .4 3 7 .0 8 1 .1 6 IQ 37 37 P r e t e s t P o s t t e s t A n a ly sis o f V ariance - P r e t e s t P = = 14.34 A n aly sis o f V ariance - P o s t t e s t P = 12.77 A n aly sis of C ovariance T ab le Source Sum o f Squares DP Mean Square P T o ta l 5129.9 1 2 1 . W ith in Groups 4876.9 1 1 8 . 41.33 A djusted Means 253*0 3 * 8 4 .3 3 2 .0n ,s * n.s. »P not significant at the .05 level TABLE 8 ANALYSIS OP COVARIANCE GROUP TEST OP CREATIVE P r e t e s t S co res Used as C o v a ria te Mean S tan d a rd D e v ia tio n S tan d ard E r r o r N 132.29 3 1 .4 9 6 .8 7 21 P r e t e s t 145.29 3 4 .0 1 7 .4 2 21 P o s t t e s t C o n tro l Group Above th e Median IQ 1 6 8.85 3 5 .3 1 6 .8 0 27 P r e t e s t 1 7 8 .6 7 2 9 .2 8 5 .6 4 27 P o s t t e s t E x p e rim e n ta l Group Below th e Median IQ 1 42.97 2 9 .5 4 4 .7 9 38 P r e t e s t 1 67.00 22.61 3 .6 7 38 P o s t t e s t E x p e rim e n ta l Group Above th e Median IQ 161.03 2 3 .5 0 3 .8 6 37 P r e t e s t 190.41 2 7 .7 0 4-55 37 P o s t t e s t A ll Groups 1 5 2 .2 6 3 2 .1 8 2 .9 0 123 P r e t e s t 172.89 3 1 .5 6 2 .8 5 123 P o s t t e s t Source Sum o f S q u ares DP Mean Square F A n a ly s is o f V a ria n c e T ab le - P r e t e s t 7^10.68 877.43 P o s t t e s t 9857.47 772.85 Between Groups 21932.0 3 * W ith in Groups 104413•6 119. T o ta l 126345.7 122. A n a ly s is o f V a ria n c e Tab! Betw een Groups 29572.4 3 - W ith in Groups 91969.2 119. T o ta l 121541.6 122. A n a ly s is o f C ovariance T o ta l 59584.1 121. W ith in Groups 49552.9 118. A d ju sted Means 10031 .2 3 . 419.94 3 3 4 3 .7 3 8 .3 3 1 2 .7 5 8 .0* * ** P s i g n i f i c a n t a t th e .01 le v e l TABLE 9 ADJUSTED MEANS, GROUP TEST OP CREATIVITY Group Number and Name Observed P o s tte s t Mean P r e te s t Adjustment •53 (Xji-X) A djusted Means Y i " •53(xi -x) 1. C ontrol Groups Below M d IQ 145.29 132.29 -10.58 155.87 2 . C ontrol Groups Above M d IQ 178.67 168.85 8.79 169.88 3 . Experim ental Groups Below M3 IQ 167.OO 142.97 4.92 171.92 4 . Experim ental Groups Above M d IQ 190.41 161.03 4.64 185.77 6 5 TABLE 10 STUDENT’S t-VALUES GROUP TEST OP CREATIVITY Group Number and Name N 1 . OJ 1 . C o n tro l Group Below M d IQ 21 • 2 . C o n tro l Grou£> Above M d. IQ 27 - .4 5 . E x p erim en tal Group Below M d IQ 38 2.0* 2.2* 4 . Expe rim en t a l Group Above M d. IQ 37 5.0** 5.1** l . l * S i g n if ic a n t a t th e .05 l e v e l ** S ig n i f i c a n t a t th e .01 l e v e l CHAPTER IV SUM M ARY, CONCLUSIONS, AND RECOMMENDATIONS Summary T his one y e a r study attem pted to apply th e dynamics of c r e a t i v e b e h a v io r to th e E n g lish classroom and was conducted d u rin g th e 1967-1968 school y e a r i n a suburban ju n io r h igh sc h o o l which i s a p a r t o f . a la r g e m e tro p o lita n sch o o l d i s t r i c t i n S o uthern C a lif o r n i a . The p ro c e d u re s were to survey th e l i t e r a t u r e about th e psychology o f c r e a tiv e b e a h v io r, E n g lish c u rric u lu m , and s t a t i s t i c a l p ro c e d u re s r e le v a n t to t h i s stu d y as th e f i r s t s te p to s t a t i n g th e problem and fo rm u la tin g th e r e s e a r c h and s t a t i s t i c a l h y p o th e se s. N ext, m a te r ia ls were d esig n ed as t h e o r e t i c a l model and f i v e th e m a tic u n i t 3 im plem enting c r e a t i v e b e h a v io r, forms f o r i n s t r u c t i o n a l p ack ag es, and a b u l l e t i n on w r itin g b e h a v io ra l o b je c tiv e s and assessm en t d e v ic e s . I n - s e r v i c e t r a i n i n g s e s s io n s were p re s e n te d , s u b je c ts were s e le c te d , th e two method o lo g ie s were u sed w ith th e r e s p e c tiv e g ro u p s, and. d a ta were g a th e re d and an aly zed . 66 67 The assum ptions w ere: ( l ) p u p ils have more a b i l i t i e s th a n a re c u r r e n tly b ein g developed i n ju n io r h ig h sch o o l E n g lis h , a c c o rd in g to th e S tr u c tu r e of I n t e l l e c t model (G u ilfo rd , 1965b and 1967c); (2 ) th e re a re tw e n ty -s ix c o r r e l a t e s of c r e a tiv e b e h a v io r t h a t can be a p p lie d to th e ju n io r h ig h sch o o l E n g lish c l a s s (M e tfe s s e l, M urry, & F o s te r , 1965); (?) th e te a c h in g a c t can be d esig n ed so t h a t le a r n in g can be an a c tiv e , p o s i t i v e p ro c e s s o f grow ing in t o u n d e rsta n d in g of th e s t r u c t u r e o f knowledge i n E n g lish (B ru n er, 1965 and 1966); (4 ) s e v e r a l s tu d i e s have i d e n t i f i e d c r e a tiv e b e h a v io r i n a d o le s c e n ts . On th e b a s is o f th e s e , i t i s f u r t h e r assumed t h a t c r e a tiv e b e h a v io r can be implem ented in t o and become and i n t e g r a l p a r t of th e j u n io r h ig h sch o o l cu rricu lu m i n E n g lis h . The re s e a rc h h y p o th eses w ere: ( l ) th e r e i s s i g n i f i c a n t d if f e r e n c e betw een mean p r e - and p o s t t e s t sc o re s on th e Group T e s t o f C r e a tiv ity f o r th e e x p e rim e n ta l group, and (2) th e r e i s s i g n i f i c a n t d if f e r e n c e between mean p r e - and p o s t t e s t s c o re s on th e Group T e st o f Cre a t i v i t y f o r th e c o n tro l g ro u p . The n u ll h y p o th eses w e re : ( l ) th e r e w i l l be no d if f e r e n c e betw een th e e x p e rim e n ta l and c o n tro l groups on re a d in g v o cab u lary achievem ent as measured by th e C a lif o r n i a Achievement T e st o f Reading Vocabulary,* (2) th e re w i l l be no d if f e r e n c e betw een th e 68 e x p e rim e n ta l and c o n t r o l g ro u p s on re a d in g com prehension achievem ent as m easured by th e C a l i f o r n i a A chievem ent T e s t o f R eading Com prehension; (3 ) th e r e w i l l be no d i f f e r e n c e s betw een th e e x p e rim e n ta l and c o n tr o l g ro u p s i n la n g u ag e achievem ent as m easured by th e C a l i f o r n i a Achievem ent T e s t o f Language; ( 4 ) th e r e w i l l be no d i f f e r ence betw een th e e x p e rim e n ta l and c o n t r o l groups on s p e l l i n g achievem ent as m easured by th e C a l i f o r n i a Achievem ent T e s t o f S p e llin g ; ( 5 ) th e r e w i l l be no d i f f e r ence betw een th e e x p e rim e n ta l and c o n tr o l groups on w r i t i n g achievem ent as m easured by th e S e q u e n tia l T e s t o f E d u c a tio n a l P ro g re s s i n W ritin g ; (6) th e r e w i l l be no ■ d i f f e r e n c e betw een th e e x p e rim e n ta l and c o n t r o l g ro u p s on c r e a t i v e b e h a v io r as m easured by th e Group T e s t o f C r e a t i v i t y . T here were e i g h t two h o u r i n - s e r v i c e t r a i n i n g s e s s io n s to h e lp te a c h e r s d ev e lo p i n s t r u c t i o n a l pack ag es im p lem en tin g c r e a t i v e b e h a v io r i n t o a th e m a tic u n i t u s in g only D i s t r i c t approved i n s t r u c t i o n a l m a t e r i a l s . T here was random s e l e c t i o n o f te a c h e r s f o r th e e x p e rim e n ta l group from among th e te a c h e r s who had com pleted th e i n - s e r v i c e t r a i n i n g s e s s io n s w ith a f i n a l N o f 4 , and f o r th e c o n t r o l g ro u p s from th e E n g lis h D epartm ent w ith a f i n a l N o f 5 . P rep s e s s io n s f o r th e c o n t r o l group o f te a c h e r s w ere r e g u l a r l y sc h e d u le d m e etin g s where IT ' 6 9 in fo rm a tio n was p r e s e n te d about a sequenced le s s o n p la n f o r a th e m a tic u n i t and i n s t r u c t i o n a l m a te r ia ls t h a t could be u sed . Both th e e x p e rim e n ta l and c o n tr o l group te a c h e rs designed t h e i r packages u s in g th e new E n g lish Framework f o r C a lif o r n i a P u b lic S c h o o ls . Each o f th e te a c h e rs i n th e study had two o r more y e a rs e x p e rie n c e i n te a c h in g E n g lish w ith a t l e a s t one y e a r a t t h i s ju n io r h ig h sch o o l p r i o r to th e s tu d y , had E n g lis h m ajors o r m inors i n c o lle g e , and held. C a lif o r n ia te a c h in g c r e d e n t i a l s . The e ig h th and n in th g rad e p u p ils i n th e sample were e n r o lle d i n th e c la s s e s of th e e x p e rim e n ta l o r c o n tro l t e a c h e r s . 263 com pleted th e s ix p r e t e s t s and th e C a li f o r n i a T e s t o f M ental M a tu rity — 137 i n th e e x p e rim e n ta l group and 126 i n th e c o n tr o l g ro u p . These were th e n d iv id e d i n t o two groups above and below th e median IQ o f 1 0 8 .5 * The IQ range f o r th e e x p e rim e n ta l group was 69 to 157 and f o r th e c o n tro l g ro u p , 74 to 147* 123 p u p ils com pleted a l l p r e - and p o s t t e s t s . T here w ere two p a r t s of th e s t a t i s t i c a l p ro c e d u re s , a c o r r e l a t i o n m a trix o f p r e t e s t sc o re s i n s ix a r e a s , and an a n a ly s is o f c o v a ria n c e to d eterm in e th e d eg ree of d if f e r e n c e betw een th e p r e t e s t and p o s t t e s t s c o re s f o r each o f th e s i x t e s t s a d m in is te re d . The in d ep en d en t v a r ia b le s were i n t e l l i g e n c e as measured by IQ s c o re s and methods o f te a c h in g , and. th e dependent v a r ia b le was th e 70 p o s t t e s t s c o re s w ith th e p r e t e s t s c o re s as c o v a r i a t e s . These com putations were com pleted a t th e Computer S cie n ces L a b o ra to ry , U n iv e rs ity o f S o u th ern C a lif o r n i a . S cores f o r th e t o t a l N o f 265 t h a t com pleted th e s ix p r e t e s t s and. th e C a lif o r n ia T e st of M ental M a tu rity were used to compute a c o r r e l a t i o n m a trix u s in g th e program BM D 03D— C o r r e la tio n w ith Item D e le tio n —V e rsio n o f August 9 , 1967. C a lif o r n ia Achievement T e s t o f Reading Vocabu l a r y , C a lif o r n i a Achievement T e st o f Reading Comprehension, C a lif o r n i a Achievement T e s t i n Language, C a lif o r n ia Achievement T e st i n S p e llin g , and th e S e q u e n tia l T e st o f E d u c a tio n a l P ro g re ss i n W ritin g c o rre la te d , w ith in a range o f .78 to ,6 l w ith each o th e r . However, th e Group T e st o f C r e a tiv ity c o r r e la te d w ith each o f th e s e to a much l e s s e r d eg ree t h a t ranged from .55 to .5 5 * Thus, a d eg ree o f independence o f c r e a tiv e b e h a v io r has been e s ta b lis h e d 1 i n r e l a t i o n to th e o th e r t e s t s used i n t h i s stu d y , and th e r e s u l t s o f t h i s c o r r e l a t i o n p ro v id e a v a l i d i t y co e f f i c i e n t (G u ilfo rd , 1965a, p . 1 05)• uIn one se n se , any ty p e o f v a l i d a t i o n i s c o n s tru c t v a l i d a t i o n . Whenever h y p o th e ses a re t e s t e d , whenever r e l a t i o n s a re e m p iric a lly s tu d ie d , c o n s tr u c t v a l i d i t y i s In v o lv e d ( K e rlin g e r, 1965j p . 451) . " T here was a lo s s of sam ple betw een p r e t e s t s and p o s t t e s t s due to ad ju stm en t o f c l a s s numbers f o r th e second se m e ste r, e l e c t i v e c l a s s c o n f l i c t s w ith th e c l a s s i n th e stu d y th e second se m e ste r, and p u p ils were m issin g one o f th e s ix p o s t t e s t s o r l e f t s c h o o l. T h e re fo re , th e rem ain in g N o f 12j5— 48 i n th e c o n tr o l group and 75 I n th e e x p e rim e n ta l group— com pleted th e p r e - and p o s t t e s t s i n th e s i x a r e a s , and t h e i r s c o re s com prised th e d a t a used f o r com putation o f th e a n a ly s is o f c o v a ria n c e , program A n a ly sis o f C o v arian ce. The n u ll h y p o th eses were accep ted a t th e .05 l e v e l o f s ig n i f ic a n c e f o r th e C a lif o r n i a Achievement T e st o f Reading V ocabulary, C a lif o r n i a Achievement T e st o f Reading Comprehension, C a lif o r n i a Achievement T e st o f Language, C a lif o r n i a Achievement T e st o f S p e llin g , and th e S e q u e n tia l T e st o f E d u c a tio n a l P rog r e s s o f W ritin g . The n u l l h y p o th e s is was r e je c te d a t th e .01 l e v e l o f s i g n i f i c a n c e , and th e c o rre sp o n d in g re s e a rc h h y p o th e s is was found te n a b le f o r th e Group T e st o f C r e a tiv i ty . The f i n a l s te p was to d eterm in e th e d if f e r e n c e s among th e fo u r groups by com puting th e ad ju s te d means and S tu d e n t's t- v a lu e s which c ro s s v a lid a te d each o th e r to i n d i c a t e t h a t th e e x p e rim e n ta l group h aving above th e median IQ had th e g r e a t e s t s i g n i f i c a n t d i f f e r ence a t th e .01 l e v e l , and th e e x p e rim e n ta l group h av in g below th e median IQ had th e n e x t h ig h e s t d if f e r e n c e which was s i g n i f i c a n t a t th e .05 l e v e l . I n a d d itio n to th e s t a t i s t i c a l p ro c e d u re s , o b s e rv a tio n s o f c r e a t i v e b e h a v io r and work sam ples of p u p ils i n th e e x p e rim e n ta l group in c lu d e d : m a in ta in in g a h igh l e v e l o f i n t e r e s t i n l i t e r a t u r e and c r e a tiv e w r itin g ; e l a b o r a tin g on b a s ic th e m a tic u n i t s ; hav in g spontaneous f l e x i b i l i t y i n d e a lin g w ith problem a re a s i n l i t e r a t u r e as w e ll as sch o o l s i t u a t i o n s ; in c r e a s in g ex p r e s s io n o f i d e a t i o n a l and a s s o c ia tio n a l flu e n c y i n c la s s d is c u s s io n s ; showing in c re a s e d independence i n making judgm ents i n use o f lan g u ag e; u sin g o r i g i n a l i t y i n making m odels, c h a r t s , and r e a l i a to ex p re ss elem ents and a b s tr a c ti o n s found i n th e l i t e r a t u r e s tu d ie d ; and being r e s o u r c e f u l i n r e d e f in in g language i n term s o f th e ado le s c e n t c u l t u r e . T eachers o f th e e x p e rim e n ta l group allow ed tim e and. open-ended s t r u c t u r e f o r id e a and problem developm ent i n th e i n s t r u c t i o n a l p ack ag es, and both tea*chers and p u p ils were s e n s i t i v e to problem s i n im p le m enting th e new s t a t e cou rse o f study i n E n g lish i n t h e i r c la s s ro o m s . N e ith e r o f th e c o n tr o l groups showed a s i g n i f i c a n t d if f e r e n c e .in grow th o f c r e a tiv e b e h a v io r. T here were two m ajor d i f f i c u l t i e s en co u n tered i n co n d u c tin g t h i s s tu d y . F i r s t , th e la c k o f D i s t r i c t funds w hich n e c e s s ita t e d c u t t i n g back th e s i x p e rio d day to a f iv e p e rio d day a t th e n in th g rad e le v e l th e f i r s t se m e ste r and r e i n s t a t i n g th e s i x p e rio d day th e second se m e ste r caused m ajo r a d ju stm e n ts i n s c h e d u lin g c l a s s e s f o r th e s e p u p ils as th e y were c o m p le tin g j u n i o r h ig h sc h o o l r e q u i r e m ents to e n t e r h ig h s c h o o l. T his a f f e c te d a l l th e j u n i o r h ig h sc h o o ls i n th e D i s t r i c t a t t h i s g ra d e l e v e l . Second, th e r e were th r e e head c o u n s e lo rs a t t h i s ju n i o r h ig h sc h o o l due to p ro m o tio n a l p o l i c i e s i n th e D i s t r i c t . B oth o f th e s e c o n d itio n s w ere beyond th e c o n tr o l o f th e s c h o o l. C o n clu sio n s I n draw ing c o n c lu s io n s f o r t h i s s tu d y , th e i n v e s t i g a t o r p r e f e r s to g e n e r a l i z e only f o r th o s e s p e c i f i c c o n d itio n s w hich th e e x p e rim e n ta l and c o n t r o l g ro u p s have i n common, as p e r Campbell & S ta n le y ( 19&3, P* 187)* T h e re f o re , on th e b a s i s o f th e d a ta r e p o r te d i n C h ap ter I I I , i t i s concluded t h a t c r e a t i v e b e h a v io r has been a p p lie d a t a s i g n i f i c a n t l e v e l o f d i f f e r e n c e f o r th e e x p e rim e n ta l group and n o t f o r th e c o n tr o l gro u p as an i n t e g r a l p a r t o f th e c lassro o m p ro c e d u re i n E n g lis h a t th e e ig h th and n in th g ra d e i n a su b u rb an ju n i o r h ig h sc h o o l w hich i s a p a r t o f l a r g e , m e tr o p o lita n sc h o o l d i s t r i c t . I n a d d i tio n , t h i s c r e a t i v e b e h a v io r was im plem ented n o t a t th e expense o f th e D i s t r i c t approved program o f E n g lis h , f o r s k i l l s i n re a d in g v o c a b u la ry , re a d in g com prehension, la n g u a g e , s p e l l i n g , and w r i t i n g w ere dev elo p ed by p u p i l s 74 i n both th e e x p e rim e n ta l and c o n tro l groups a t no s i g n i f i c a n t l e v e l o f d if f e r e n c e as measured, by th e D i s t r i c t approved achievem ent t e s t s used i n t h i s s tu d y . Too, th e te a c h e rs i n th e e x p e rim e n ta l group developed i n s t r u c t i o n a l packages im plem enting c r e a tiv e b e h a v io r as a r e s u l t o f th e i n - s e r v i c e t r a i n i n g program . A lthough th e e x p e rim e n ta l group above th e median IQ showed a h ig h ly s i g n i f i c a n t d if f e r e n c e i n p r e - and p o s t t e s t s c o re s on th e GTOC, t h i s i s th e f i r s t tim e th a t ju n io r h igh sch o o l p u p ils below a median IQ f o r th e sample i n a stu d y developed c r e a t i v e b e h a v io r a t a s i g n i f i c a n t le v e l i n a r e g u la r s u b je c t a re a , E n g lish , w h ile d ev e lo p in g , th e s k i l l s o f t h a t s u b j e c t , ac co rd in g to th e l i t e r a t u r e su rv ey ed . Hecommendations The f i r s t , and m ajor, recom mendation i s t h a t t h i s stu d y be r e p l i c a t e d i n o r d e r to d eterm in e w hether th e c o n c lu sio n s would, be v a l i d f o r o th e r p u p il p o p u la tio n s . O ther v a r ia b le s which could be considered, f o r in c lu s io n i n th e e x p e rim e n ta l d e s ig n in c lu d e co n d u ctin g th e study i n a ju n io r h ig h sch o o l n o t h aving a two se m e ste r system , and h aving th r e e methods of te a c h in g in s te a d o f th e two f o r t h i s s tu d y . F o r example thei;e could be one group of te a c h e rs who dev elo p and use th e i n s t r u c t i o n a l 75 p ack ag es, a n o th e r group who u se c o n v e n tio n a l methods of te a c h in g a c c o rd in g to a sequence, and a th ird , group who use th e i n s t r u c t i o n a l packages developed by o th e r te a c h e rs and do n o t develop t h e i r own. Too, v a r ia b le s d e s c rib e d by M iles (1964a) as team te a c h in g and f l e x i b l e sc h e d u lin g s and. g ro u p in g s - could, w e ll be co n sid e re d w ith t h i s i n s t r u c t i o n a l package approach to te a c h in g . T his stu d y in c lu d e d th e u se o f only th o se i n s t r u c t i o n a l m a te r ia ls and t e s t s which had. p r i o r ap p ro v al by th e D i s t r i c t . C ru tc h fie ld and C ovington (1966) su g g e st th e developm ent o f programed m a te r ia ls f o r en co u rag in g c r e a t i v e b e h a v io r. I n a d d itio n , v id e o ta p e s i f n o t film s need to be developed showing how to s t r u c t u r e room en viro n m en ts and i n t e r a c t i o n among p u p ils and te a c h e rs f o r i n - s e r v i c e t r a i n i n g program s ap p ly in g c r e a tiv e b e h a v io r to th e classro o m . As a r e s u l t o f t h i s stu d y , th e i n v e s t i g a t o r r e a l iz e d th e im p o rtan ce of c o d ify in g sequences i n th e developm ent of human language a c q u i s i t i o n and i n th e h ie ra rc h y o f human i n t e r a c t i o n , Thus, th e f i n a l m a te r ia ls desig n ed f o r use w ith t h i s stu d y a re Appendices K and L. T here i s a c r i t i c a l need, to e x p lo re f u r t h e r th e realm o f lan g u ag e developm ent and i n t e r a c t i o n , and e s p e c ia lly as th e s e a re r e l a t e d to th e te a c h in g o f E n g lish , w ith th e s e models o r re fin e m e n ts o f th e s e , o r w ith o th e rs t h a t are 76 y e t to be d e v is e d . The f i n a l recom m endation i s n o t a l to g e t h e r a r e s u l t o f t h i s stu d y a lo n e , b u t o f a sh ared concern to i d e n tif y and develop c r e a t i v e b e h a v io r on a b ro a d e r s c a le i n e d u c a tio n . Beyond th e s e l o c a l i n t e r e s t s ( i n id e n t i f y i n g and d ev e lo p in g c r e a t i v e b e h a v io r), w hether in d iv id u a l o r n a t i o n a l , i s th e in c r e a s in g r e c o g n itio n by men i n a l l p a r t s o f th e g lo b e t h a t o ur c a p a c ity f o r c r e a tiv e th o u g h t and a c tio n may l i t e r a l l y make a l l th e d if f e r e n c e i n th e w o rld . The power o f s c i e n t i f i c d isc o v e ry has suddenly in c re a s e d th e s ta k e s , both f o r e t h i c s and f o r p o l i t i c s ; i n i t s c r a s s e s t form , sc ie n c e se rv e s m erely n a tio n a l s t r i v i n g f o r power, b u t i n i t s p u r e s t i t se rv e s t h a t a s p e c t o f power in v o lv in g th e sp read o f our form o f l i f e and i n t e l l i g e n c e th ro u g h o u t th e u n iv e rs e . Human c r e a t i v i t y may prove t c be th e key to su c c e ss o r f a i l u r e i n m ankind's q u e s t f o r knowledge, i n h i s jo u rn ey beyond th e bounds o f th e su re and th e se e n , i n h is e x p lo r a tio n s o f th e unknown. (B arron, 1968, p . 8) R E F E R E N C E S i t [ f [ | S REFERENCES Ackerman, M. B. Why I d o n 't te a c h p o e tr y . E n g lish J o u r n a l , 1968, 57, 9 9 9 -10 0 . A lzo b a le, A. J . , M e tfe s s e l, N. S ., & M ichael, W. B. A lte r n a tiv e approaches to a s s e s s in g th e i n t e l l e c t u a l a b i l i t i e s o f y o u th from a c u l tu r e o f p o v e r ty . E d u c a tio n a l and P s y c h o lo g ic a l Measurement,, 1968, 28, 449- 4 5 5 * A nderson, H. H. (E d.) C r e a tiv i ty i n childhood and a d o le s c e n c e . P alo A lto , C a l i f . : S cien ce and B e h av io r B ooks, 1965• A s s o c ia tio n f o r S u p erv iso n and C urriculum D evelopm ent. 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New d im e n sio n s i n l e a r n in g : A m u l t i d i s c i p l i n a r y approach" W ashington, d7 C. : A s s o c ia tio n f o r S u p e rv is io n and C u rricu lu m D evelopm ent, 1962. I W alker, H. M. & L e v ., J . S t a t i s t i c a l i n f e r e n c e . New Y ork: H o lt, R in e h a rt & W inston, 1953* W alker, W. J . C r e a tiv i ty and h ig h sc h o o l c lim a te . I n J . C. Gowan, G. D. Demos, & E. P . T o rra n c e ( E d s .) , C r e a t i v i t y : I t s e d u c a tio n a l im p l ic a tio n s . New Y ork: W iley, 1 9 6 7 . Pp. 2 9 5 -3 0 7 . : W a llin , J . E. W. & F e rg u so n , D. G. The dev elo p m en t o f sc h o o l p s y c h o lo g ic a l s e r v i c e s . I n J . F . Magary ( E d .), S chool p s y c h o lo g ic a l s e r v ic e s i n th e o ry and p r a c t i c e s — A handbook. Englewood C l i f f s , N. J . : P r e n tic e - H a ll, 1967. PpT 1 -2 9 . W e b ste r’s T h ird New I n t e r n a t i o n a l D ic tio n a r y o f th e E n g lis h ' Language"! New"York: G. & C. M erriam , 1 9 6 5 . | W eiss, B. J". ( E d .) . L anguage, l i n g u i s t i c s and sc h o o l p ro g ra m s. Champaign,! 1 1 1 . : N a tio n a l C o u n cil o f T e a c h e rs o f E n g lis h , 1 9 6 5 . Whatmough, J . L anguage. New Y ork: New A m erican L ib ra ry i 9 6 0 . : W horf, G. L. L anguage, m ind, and r e a l i t y . I n T . K elly ( E d .) , S e m a n tic s. B o sto n : H oughton M if f lin , i 9 6 0 . P p. 5 “^ W illia m s, F . E. The s e a rc h f o r th e c r e a t i v e te a c h e r : | Some th o u g h ts on r e s e a r c h . J . C. Gowan, G. D. Demos, & E . P . T o rra n c e ( E d s .) , C r e a t i v i t y : I t s e d u c a tio n a l i m p l i c a t i o n s . New Y ork: W iley, 19t>7. P p .""277-204. j i 1 Yamamoto, K. C r e a t i v i t y : A b lin d m an 's r e p o r t on th e \ e le p h a n t, ( b ib lio g r a p h y ) . J o u rn a l o f C o u n se lin g ! P sy c h o lo g y , 1 9 6 5 , 59. 154-159^ Ca] j 1 Yamamoto, K. V a lid a tio n o f t e s t s o f c r e a t iv e th in k in g : j A rev ie w o f some s t u d i e s . E x c e p tio n a l C h ild re n , 1 9 6 5 , 5 1 , 2 8 1 - 2 9 0 . (b ) : Yamamoto, K. C re a tiv e th in k in g : Some th o u g h ts on r e - j s e a r c h . I n J . C. Gowan, G. D. Demos, & E. P . T o rran c e | ( E d s .) , C r e a t i v i t y : I t s e d u c a tio n a l i m p l i c a t i o n s . j New Y ork! W iley , 1 9 6 7 . Pp. J50b-519* ! 93 Y outz, R. J . P s y c h o lo g ic a l fo u n d a tio n s o f a p p lie d im a g in a tio n . I n S. J . P a rn e s & H. F . H ard in g ( E d s .) , A s o u rc e book f o r c r e a tiv e t h i n k i n g . New Y ork: S c r ib n e r 's S o n s/ 19b2. P p. 192-215* Zimmerman, W. S . S t a t i s t i c a l p ro b lem s and some r e la te d is s u e s i n th e s e l e c t i o n o f ite m s f o r t e s t s o f c r e a t i v i t y . J o u rn a l o f E d u c a tio n a l M easurem ent, 1964, 1 , 93-96. Z ir b e s , L. S purs to c r e a t i v e t e a c h i n g . New Y ork: Putnam , 1959. A P P E N D I C E S J APPENDIX A STRUCTURE OP INTELLECT APPENDIX A J . P . GUILFORD, "STRUCTURE OF INTELLECT" "T h ree F aces o f I n t e l l e c t , " The W a lte r V. Bingham M em orial L e c tu re g iv e n a t S ta n fo rd U n iv e r s ity on A p r il 1^, 1959 ( G u ilfo r d , 1 9 6 5 a) "The s t r u c t u r e o f i n t e l l e c t i s a t h e o r e t i c a l model t h a t p r e d i c t s as many as 120 d i s t i n c t a b i l i t i e s , i f ev e ry c e l l o f th e model c o n ta in s a f a c t o r . . . and we may e v e n tu a lly end up w ith more th a n 1 2 0 . OPERATIONS E v a lu a tio n C onvergent T h in k in g D iv e rg e n t T h in k in g Memory C o g n itio n PRODUCTS U n its . C la sse s. R e la tio n s System s T ra n s fo rm a tio n s I m p lic a tio n s CONTENTS F ig u r a l Sym bolic. S em antic B e h a v io ra l "The A p titu d e P r o je c t a t th e U n iv e r s ity o f S o u th e rn C a lif o r n i a i s b a s i c a l l y r e s e a r c h on c o g n itiv e and th in k in g a b i l i t i e s . . . . The m ost s i g n i f i c a n t outcom e h as b een th e d ev elo p m en t o f a u n if ie d th e o ry o f human i n t e l l e c t , w hich o rg a n iz e s th e known, u n iq u e o r p rim a ry 96 97 i n t e l l e c t u a l a b i l i t i e s in t o a s in g le sy stem c a lle d th e " s t r u c t u r e o f i n t e l l e c t . " . . . The d is c o v e ry o f th e com ponents o f i n t e l l i g e n c e h a s been by means o f th e e x p e rim e n ta l a p p l ic a tio n o f th e method o f f a c t o r a n a ly - s i s . . . . A lth o u g h each f a c t o r i s s u f f i c i e n t l y d i s t i n c t to be d e te c te d by f a c t o r a n a ly s is , i n v ery r e c e n t y e a rs i t h a s become a p p a re n t t h a t th e f a c t o r s th e m se lv e s can be c l a s s i f i e d b e c a u se th e y resem b le one a n o th e r i n c e r t a i n w ays. . . . "The th r e e k in d s o f c l a s s i f i c a t i o n s o f th e f a c t o r s o f i n t e l l e c t can be re p r e s e n te d by means o f a s in g le s o li d m odel . . . w hich we c a l l th e " s t r u c t u r e o f i n t e l l e c t , " each d im en sio n r e p r e s e n tin g one o f th e modes o f v a r i a t i o n o f th e f a c t o r s . Along one d im en sio n a r e found th e v a rio u s k in d s o f o p e r a tio n s , a lo n g a second one a r e th e v a r io u s k in d s o f p r o d u c ts , and a lo n g th e t h i r d a re v a r io u s k in d s o f content. . . . Each c e l l i n th e m odel c a l l s f o r a c e r t a i n k in d o f a b i l i t y t h a t can be d e s c rib e d i n te rm s o f o p e r a tio n , c o n te n t, and p ro d u c t, f o r e ach c e l l i s th e i n t e r s e c t i o n o f a u n iq u e co m b in atio n o f k in d s o f o p e r a t i o n s , c o n te n t, and p r o d u c t. A t e s t f o r t h a t a b i l i t y would have th e same th r e e p r o p e r t i e s . . . . "The m ost fu n d am e n tal im p lic a tio n i s t h a t we m ig h t w e ll undergo tr a n s f o r m a tio n s w ith r e s p e c t to o u r c o n c e p tio n o f th e l e a r n e r and o f th e p ro c e s s o f l e a r n i n g . . . . At any r a t e , t h i s c o n c e p tio n o f th e le a r n e r le a d s us to th e id e a t h a t le a r n in g i s th e d is c o v e ry o f in f o rm a tio n , n o t m erely th e fo rm a tio n o f a s s o c i a t io n s , p a r t i c u l a r l y a s s o c ia tio n s i n th e form o f s tim u lu s - re s p o n s e c o n n e c tio n s . . . . C o n s id e rin g th e v ery g r e a t v a r ie ty o f a b i l i t i e s re v e a le d by th e f a c t o r i a l e x p lo r a tio n o f i n t e l l e c t , we a re i n a b e t t e r p o s i t i o n to ask w h e th e r any g e n e r a l i n t e l l e c t u a l s k i l l s a r e now b e in g n e g le c te d i n e d u c a tio n and w h e th e r a p p r o p r ia te b a la n c e s a re b e in g o b s e rv e d . . . . "The s t r u c t u r e o f i n t e l l e c t as I h av e p re s e n te d i t to you may n o t s ta n d th e t e s t o f tim e . Even i f th e g e n e ra l form p e r s i s t s , th e r e a re l i k e l y to be some m o d if ic a tio n s . P o s s ib ly some d i f f e r e n t k in d o f model w i l l be in v e n te d . Be t h a t as i t may, th e f a c t o f a m u l t i p l i c i t y o f i n t e l l e c t u a l a b i l i t i e s seems w e ll e s t a b l i s h e d ." APPENDIX B THEORETICAL M ODEL OP THE CURRICULUM AND THE THEMATIC UNIT, AMERICAN HISTORY A N D HERITAGE 99 ” J ? K I M P O R T A N C E A N D V A L U E O P A H E D U C A T I O N A M E R I C A S H I S T O R Y A N D H E R I T A G E A . C o g n i t i v e 1 , 0 0 K n o w l e d g e 1.1 s p a c i f l c j ( s y m b o l s w i t h c o n e s - a t c r e f c r a n e s ) 1.2 M a p s a n d m o a n s . v o c a b u l a r y ( v e r b a l a n d n o n - v e r b a l ) . s e q u e n c e ( m o v e m e n t o f p h e n o m e n a K i t h r a a p e o t t o t i m e ) 1 0 p a t t e r n s . B t r u c t u r e { G e s t a l t K i t h i t s p r i n c i p l e s a n d g e n e r a l i z a t i o n s m i n t e r a c t i o n , i n t e r r e l a t i o n s h i p ) . P r o v i d e o p p o r t u n i t y t o d e v e l o p p u r p o s e s w o r t h y o r t h e e n t h u s i a s t i c d e v o t i o n c r e a t i v e p u p i l s s e e m c a p a b l e o f g i v i n g ( T o r r a n c e ) . E n h a n c i n g I n t e r a c t i v e n e s s . F l u e n c y ( G r o u p O r i e n t e d ) . T i m e f o r I d e a a n d P r o b l e m D e v e l o p m e n t . F r e e d o m f o r I d e a a n d P r o b l e m D e v e l o p m e n t . I n f o r m a t i o n R e c e p t i o n S k i l l s ( r e a d i n g ) . I n f o r m a t i o n R e c e p t i o n S k i l l s ( l i s t e n i n g ) T h e l o g ( a o m e t i n e a c a l l e d t h e d i a r y ) o f C h r i s t o p h e r C o l u a b u a u i v e r g e r . e r o c e r i a j a . A m e r i c a n H e r i t e g e H i s t o r y o f t h e G r e a t ■ h e a t J . ^ e r i c a n H e r i t a g e R e c o r d " H i s t o r i c H u a l c o f t h e G r e a t . W e s t " i t 2 . 0 0 C o m p r e h e n s i o n 2 .1 t r a n s l a t i o n £ .2 r e - o r d a r i n j ( i n t e r p r e t a t i o n ) . . . 2 0 c o n s e q u e n c e ( e x t r a p o l a t i o n ) P e r s o n s w h o a r e a b l e t o r e c o g n i z e p r o b l e m s a r e m o r e a p t t o w o r k o n t h e n , a n d i f t h e y d o , a r e t h e m o r e a p t t s d i s c o v e r s o l u t i o n s ( G u i l f o r d ) . . A n I n t e l l e c t u a l S e t T o w a r d s A l t e r n a t i v e A n s w e r s , S o l u t i o n s , A b i l i t y t o D e v e l o p A b s o r b i n g - I n t e r e s t s . S e n s i t i v i t y t o P r o b l e m s S e l e c t s t o r i e s a b o u t p e o p l e f r o m v a r i o u s e t h n i c , r e l i g i o u s , a n t n a t i o n a l o r i g i n g r o u p s i n A m e r i c a . E d 1 t o r t o f L L f e M a g a z i n e n i n e W h o Q i o s e A m e r i c a S e l e c t f o l k t a l e s I n A m e r i c a n l i t e r a t u r e f r o m t h e s c h o o l l i b r a r y B e n B o t k i n . T h e U l u s - : t r a t e d B o o k o r A m e r i c a n ; f o l k l o r e { • 3 . 0 0 A p p l l s a t l o r . ( u a e o f a b s t r a c t i o n s i n p a r t i c u l a r a n d c o n c r e t e s i t u a t i o n ) R e c o g n i z e t h a t s e m e p u p i l b e h a v i o r w h i c h n a y b e m o s t i r r i t a t i n g a r i s e s o u t o f p u p i l s ' s t r u g g l i n g a t t e m p t s t o r e c o n c i l e o p p o s i t e s i n t h e i r n a t u r e a n d t o t o l e r a t e l a r g e r q u a n t i t i e s o f t e n s i o n a s t h e y s t r i v e f o r a c r e a t i v e s o l u t i o n tD d i f f i c u l t p r o b l e m s w h i c h t h e y h a v e s e t f o r t h e m s e l v e s ( , M a c K i n n o n ) . . S e n s i t i v i t y t o P r o b l e m s . S e l f - A a s e r t l v e n e s a ( w i t h S e l f - A c c e p t a n c e ) . F l u e n c y ( I n d i v i d u a l l y O r i e n t e d ) . O r i g i n a l i t y ( G r o u p O r i e n t e d j . . S i n g s o n g s f r o m t h e p e r i o d s i n A s e r i c a n h i s t o r y . R e c o r d s ■ " S o n g * o f t h e A m e r l * c a n R e v o l u t i o n " ( a l b u m o f 5 r e c o r d s - 1 9 5 1 , E B P ) . " S o n g s o f t h e S e a " ( a l b u m o f 5 r e c o r d s - 1 9 5 1 , E B P ) . " S o n g * o f E x p a n d i n g A m e r i c a " ( a l b u m o f 5 r e c o r r f s - 1951 , EBP) s " S o n g s o f t h e F r o n t i e r " ( a l b u m o f 5 r e - c o r d B - 1 9 5 1 . E S P ] C o m p o s e a b a l l a d a b o u t s o r e p h a s e o f A m e r i c a l i f e p o s t o r p r e s e n t ♦ R e c o r d " W o r l d s o f L i t e r a t u r e j P o e t r y ! ; A d v e n t u r e " ( 2 r e c o r d 2 m i n . p e r a i d e ) I n - • e l u d e s " P a u l R e v e r e ' f l I R i d e , " " B l u e T a i l F l y " : . R e c o r d " W o r l d s o f ) L i t e r a t u r e * P o e t r y 5 ; A m e r i c a " ( 2 r e c o r d s , \ 2 t s i n p e r s i d e } I n - ’ e l u d e s " A b r a h a m i L i n c o l n W a l k s a t M i d - n i K h t f , H A n n B b e l L e e " 1 U S C i H S H , H A M 100 I M P O R T A T I C H A N D V A L U E O P A H E D U C A T I O N A M E R I C A S H I S T O R Y A N D H E R I T A G E B l o o m T a x c n o m y _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I m p l i c a t i o n s f o r C r e a t i v i t y C o r r e l a t e s o f C r e a t i v e B e h a v i o r _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o n v e r s a n t A c t i v i t i e s C o n v e r g e r . : M a t e r i a l s _ _ _ _ _ _ _ _ _ D i v e r g e n t A c t i v i t i e s _ _ _ _ _ _ _ _ _ D i v e r g e n t M a t e r i a l s 4 * 0 0 A n a l y s i s 4 . 1 e l e m e n t s ( d i s t i n g u i s h f a c e f r a m h y p o t h e s e s ) 4 . 2 r e l a t i o n s h i p s { c o n n e c t i o n s a n d I n t e r a c t i o n s b e t w e e n e l e m e n t s a n d p a r t s o f a c o m m u n i c a t i o n ) 4 . 3 s t r u c t u r e ( o r g a n i s a t i o n a l p r i n c i p l e s ; s y s t e m a t i c a r r a n g e m e n t o f s t r u c t u r e s i m p l i c i t a s w e l l a s e x p l i c i t ) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - L e a r n i n g t h a t a s i n g l e a n s w e r o n l y l a a c c e p t a b l e l a a f a c t o r w h i c h c a n e a s i l y r e t a r d c r e a t i v e t h i n k i n g ( F r a n a e t h ) . . T o l e r a n c e f o r A m b i g u i t y . R e d e f l n l t l v e A b i l i t i e s P u b l i s h a o l a s s c o o k b o o k o r r e c i p e s c o n t r i b u t e d b y C h e T a m i l l e s o f t h e p u p i l s . - " " ■ " - - - - - - - - - - " - F i l m s t r i p " C o o k i n g I n C o l o n i a l D a y s , a W i l l i a m s b u r g K i t c h e n " ( S e t 1 , c o l o r , w i t h b o o k l e t - l g 5 7 ) H a k e m o d e l s o f e s s e n t i a l . F i l m " A r t s a n d C r a f t s 1 i m p l e m e n t s i n t h e . - m e r i c o r , j ( 1 3 m i n , c o l o r - 1 9 6 0 , ; h o m e d u r i n g e h e f o l l o w i n g ! 3 F I ) C h o w s f o l k a r t . p e r i o d s ; ] a n d m e c h a n i z e d s h o p s ' . c o l o n i a l 1. F i l n " 5 , C O O Y e a r s o f . w e s t w a r d m o v e i r e r . t ! F o r g i n g " {lB r , l r . - l 9 5 4 . S p a n i s h A m e r i c a n F a r V ? F I ) I - . e l e t e s t h e h i s - . D e p r e s s i o n , ; t - r y ' f m a k i n g t o o l s b v h . L . r l a s w e l l c a t n e o f a m o d e r r h a n d w r e n c h . 3 * 0 0 S y n t h e s i s 5 . 1 p r o d u c t i o n o f a u n i q u e c c o m u n l c a t i o n { e f f e c t i v e w r i t i n g ) 5 - 2 p r o d u c t i o n o r a p l a n ( p r o p o s e d s e t o f o p e r a t i o n s 5 * 3 s e t o f r e l a t i o n s ( a c a t n c t ) C r e a t i v i t y l e t h e p m c e s o o f s h a p i n g o n e ' s s u r r o u n d i n g s ( H a l l m a n ) . . R i s k - t a k i n g O r i e n t a t i o n . F l e x i b i l i t y . E l a b o r a t i o n . I n f o r m a t i o n E x p r e s s i o n S k i l l s P r e p a r e a r e a d i n g t a b l e w i t h c o l l e c t e d w o r k s o f A m e r i c a n a u t h o r s . . M a r k T w a i n . B r e t H a r t e . W a l t W h i t m a n . J o e l C h a n d l e r H a r r i s . E m i l y D i c k i n s o n . O ' H e n r y . C a r l S a n d b u r g . R o b e r t F r o s t . E d g a r A l l e n P o e . V a n W y e k B r o o k s O u r L i t e r a r y H e r l t a p s : A P i c t o r i a l K l s t o r v o f t h e W r i t e r I n A m e r i c a • F i l e " S p l e n d i d L e g e n d " ( 1 5 m l n 1 9 b 7 , N o e l ) P r e s e n t s d r a m a t i s e d e x c e r p t s f r o a t h e l i f e o f M a r k T w a i n . F r e s e n i ‘ T h i s l a t c u r L i f e " p r o g r a m c n a n ' / t o e r i c a n V a r . V y c k H r c o k c p u r a u t h o r L i t e r B r y K c r i t t n : A . • W a a h l r j r t c n I r v i n x J - i c t o r i a l . - i l s t c r / o r . J a m e s A u d u b o n t h e - r i s e r i n i t s i e r t c a . W i l l i a m C u l l e n E r y a n t . D a n i e l V e b s t e r 1 . H e n r y W a d s w o r t h L o n g - 1 f e l l o w 1 . R i c h a r d l i o r . r y D a n a ] . L o u i s a H a y A l c o t t j . J o h n G r o e n l e a f M i l t s i e r « \ . O l i v e r W e n d e l l ; t e l t r . e c 4 6 . 0 0 ^ v a l u a t i o n 6 . 1 i n t e r n a l l o g i c { j u d g m e n t o f i n t e r n a l e l e m e n t s ; e x a c t n e s s o f s t a t e m e n t ) 6 . 2 c o m p a r i s o n o f c u l t u r e { j u d g m e n t o f e x t e r n a l e l e m e n t s ; e o m p a r i ' s o n o f m a j o r t h e o r i e s , c o m p a r i s o n o f a w o r k w i t h t h e h i g h e s t k n o w n s t a n d a r d s I n i t s r i e l d ) ■ A g e n e r a l c r i t i c a l a t t i t u d e c a n o s a r r a t h e r b r o a d t r a n s f e r e f f e c t s I n s o l v i n g p r o b l e m s ( t f c m a r . ) . . T i e i n e v a l u a t i o n w i t h c a u s e s - a n d c o n s e q u e n c e s ( T o r r a n c e ) . . I n d e p e n d e n c e i n M a k i n g J u d g m e n t s . C o n s t r u c t i v e n o n - c o n f o r m i t y a s a W a y o f L i f e . O r i g i n a l i t y ( I n d i v i d u a l l y O r i e n t e d ) . A b i l i t y t o S t i m u l a t e M o m e n t u m . . . , R e s o u r c e f u l n e s s . A b i l i t y t o D e v e l o p I n s i g h t I n A m b i g u o u s A r e a s . O e n e r a l A s s e s s m e n t a n d E v a l u a t i o n o f t h e C r e a t i v e P r o c e s s H a k e d i s p l a y o f " W h o ' s W h o i n A m e r i c a n H i s t o r y a n d H e r i t a g e " P i c t u r e s " C r e s t I d e a s o f W e s t e r n M a n ’ ( c o l o r , l a m i n a t e d 1 1 x 1 3 " w i t h b o o k l e t - 1 9 5 6 ) a 5 a C 1 (10 p i c t u r e s ) A l a x a r t d e r H a m i l t o n , R o u s s e a u , A r i s t o t l e , J o h n L o c k e , G e o r g e W a s h i n g t o n , A b r o i i o f l L i n c o l n . * * . S e t 3 ( 1 3 p i c t u r e s ) - S o c r a t e s , T h o m a s P a i n e , D a n i e l W e b s t e r . . . W r i t e n a r r a t i v e p o - j r . s a b o u t t h e p e o p l e w h o h e l p e d t o s h a p e A m e r i c a n h i s t o r y a n d h e r i t a g e * ♦ J o a q u i n F i l l e r " C o l u e s b u s " ♦ V a l t f t h t t n a n ’ ’ C h . C a p t a i n , J t y C a p t a i n " U 3C : H IM , MAX K r n t h w o h l . B l o o m . M a n i a mPORMNCB AJO VAIXB OF AH EDUCATXOH AXZS1CAH HISTORT fJW HEHITAC2 3 . A f f e c t i v e 1 . 0 0 R e c e i v i n g ( m a y n o t b e a b l e t o v e r b a l i z e a s p e c t s o f t h e s t i m u l u s w h i c h c a u s e s a w a r e n e s s ) 1 .1 a w o r a a e a e ( d o e s n o t i o p l y a s s e s s m e n t o f q u a l i t i e s o f a s t i m u l u s ; l i s t e n i n g , r e c a l l ) 1 . 3 w i l l i n g n e s s t o r e c e i v e 1 . 3 s e l e c t e d a t t e n t i o n C r a a t l v e b e h a v i o r I s c o n t i n g e n t o n o p e n n e s s t o e x p e r i e n c e ( a i r b u s ) . . E n h a n c i n g I n t e r a c t i v e n e s s . U n a f o r I d e a a n d P r o b l e m D e v e l o p m e n t . P r e e d o m f o r I d e a a n d P r o b l e m D e v e l o p m e n t , I n f o r m a t i o n R e c e p t i o n S k i l l s ( L i s t e n i n g ) 3 t s r t s l i t e r a t u r e m s p o n A m e r i c a n J U s t o i y a n d H e r i t a g e . . B c n j t m l n F r a n k l i n A u t o b i o g r a p h y ■ R a l p h U o l d a E S i e r s o n ' s e s s a y o n " S e l f - R e l i a n c e " . F i l m “ T h e F a c e o f L i n c o l n " (22 m l n - 1 9 5 S , U S C ) T h e s c u l p t o r , M e r r i l l G a g e , t e l l s a n e c d o t e s a n d e v e n t s : n L i n c c l n ‘3 U f a s o h e f a s h i o n s a b u s t o f h i : . T h o m a s J e f f e r s o n ' s l e t t e r s t o h i s c h i l d r e n a n d g r a n d c h i l d r e n . D w i g h t E l s e n h o w e r C r u s a d e i n E u r o p e 3 . 0 0 R e s p o n d i n g ( c a p a c i t y f o r v o l u n t a r y a c t i v i t y ) 3 . 1 a c q u i e s c e n c e ( c o m p l i a n c e ) 2 . 3 w i l l i n g n e s s t o r e s p o n d 2 . 3 s a t i s f a c t i o n i n r e s p o n s e K e l p p u p i l s t o I m p r o v e t h o l r a b i l i t y t o a s k b e t t e r q u e s t i o n s b y a s k i n g g o o d g u e s s e s a b o u t w h a t t h e p o s s i b l e a n s w e r s n i g h t b e ( T o r r a n c e ) . . T o l e r a n c e f o r A m b i g u i t y . S o l f - A s s o r t l v o n e s s ( S c l f - A c c a p t a n c o ) . A n I n t a l l c c t u a l s o t T o w a r d s A l t e r n a t i v e A n s w a r s a n d S o l u t i o n s . F l u e n c y ( G r o u p O r i e n t e d ) . O r i g i n a l i t y ( G r o u p O r i e n t e d ) , F l e x i b i l i t y . I n f o r m a t i o n E x p r e s s i o n S k i l l s . P u p i l s m a k a I l l u s t r a t i o n s a n d b o o k J a c k e t s t o a d d t o t h a l i t e r a t u r e m a p . R o l e p l a y : . o n e x p l o r e r . a c o l o n i s t . a c o n t i n e n t a l s o l d i e r . a f u r t r o p p e r . a s l a v e a u c t i o n e e r . a c a p t a i n o f I n d u s t r y c i r c a 1890 , a w o r k e r o n t h e P a r a n a C a n a l . a P e a c e C o r p s v o l u n t e e r • F i l m s t r i p I n 3 p a r t s " D i s c o v e r y a n d a t p l o r a t i o r . o f A m e r i c a " ( c o l e i 1 9 5 9 , t f c d b u r g ) P a r t 1 c o v e r s t h e C r u c c d c u t c C o r t e z ; P a r t 2 c o m p l c t . C o r t e s t h r o u g h R a l e i g h . R e c o r d “ T h e ' H a u t i l u s ' U n d e r t h e K o r t h P o l o : S t o r y o r t h e L o s t ’ J o y - a g e o f o l s e o v c r y o r . E a r t h " (2 b m l n - 1 9 S 0 , C o l p i x ) A c t u a l r o c o r d t i s o u n d s a n d v o i c e s o f t h e f i r s t s u c c e s s f u l t r a n s p o l a r v o y a g e . 3 . 0 0 V a l u i n g 3 . 1 a c c e p t a n c e o f a v a l u e 3 . 3 p r e f e r e n c e T o r a v a l u e ( p u p i l i s s u f f i c i e n t l y c o n s i s t e n t s o t h a t o t h e r s c a n I d e n t i f y h i s v a l u e a s a g u i d a t o h i s b e h a v i o r ) 3 . 2 c o m m i t m e n t ( p u p i l I s s u f f i c i e n t l y c o m l t t o d s o t h a t h e I s w i l l i n g t o b o i d e n t i f i e d w i t h t h e v a l u e ) W o c a n r e s o r t t o e m p i r i c a l s i g n s o f n o v e l t y i n t o m s o f t h e s t a t i s t i c a l I n f r e q u e n c y o f a r e s p o n s e a m o n g m e m b e r s o f a c e r t a i n p o p u l a t i o n t h a t I s c u l t u r a l l y r e l a t i v e l y h o m o g e n e o u s ( G u i l f o r d ) , . S e l f - s u f f i c i e n c y . O r i g i n a l i t y ( I n d i v i d u a l l y O r i e n t e d ) , I n f o r m a t i o n R o c a p t l o n S k i l l s ( R e a d i n g ) . R c s o u T C O f u l n o s s . A b i l i t y t o D e v e l o p A b s o r b i n g I n t e r e s t s . A b i l i t y t a D e v e l o p I n s i g h t s I n A m b i g u o u s A r e a s f e l l s t " A m e r i c a n L i t e r a t u r e : R e v o l u t i o n a r y T i n e s " ( l l s i n , c o l o r - 1956 ( C ) D r s n a t i r e s t h e w r i t i n g s o f B e n - j a i n l n F r a n k l i n , P a t r i c k H e n r y , U m b o s J e f f e r s o n a s w e l l a s t h e r l o e o f t h e p r i n t i n g i n d u s t r y d u r i n g t h i s t i m e . W r i t e a n e w s p a p e r a c c o u n t , a s a n e y e w i t n e s s t o : . E s t a b l i s h i n g H a r v a r d U n i v e r s i t y , S a l o n H i t c h T r i a l , S i g n i n g a p e a c e t r e a t y w i t h t h e I n d i a n s . U n c o l n d e l i v e r i n g t h e G e t t y s b u r g A d d r e s s D S C : K S H , H A H 102 D C P O K I A N C E A D D V A L U E O P . A l l E D U C A T I O N K r a t h w o h l , B l o o m . K o a l a T a j c o n o t n y I n p l l e a t i o n a f o r C r e a t i v i t y C o r r e l a t e s o f C r e a t i v e B a h a v l o r A M E R I C A N H I S T O R Y A N D H E R T E A B 3 C o n v a r g c n t A c t i v i t i e s C o n v a r g c n t M a t e r i a l s D i v e r g e n t A c t i v i t i e s D i v e r g e n t M a t e r i a l s 4.00 O r g a n i z a t i o n ( o f v a l u e s i n t o a a y s t a n ) ( d e t e r m i n a t i o n o f r e l a t i o n s h i p ) 4 .1 c o n c o p t u a l l z a t i o n 4 . 2 o r g a n i z a t i o n o f a s y s t e m N o t i c i n g s o m e t h i n g w r o n g o r I n n e e d o f I m p r o v e m e n t ( d o f c c t e , d o f l c l o n c l o a , a r r p r s ] a s w e l l a s t h a o b s e r v a t i o n o f t h e I n a d e q u a c y o f s o l u t i o n h e a p s t h e c r e a t i v e t h i n k e r a t w o r k o n h i s p r o b l e m ( O u i l f o t d ) . . F l u e n c y ( I n d i v i d u a l l y O r i e n t e d ) . E l a b o r a t i o n . B o d a f l n l t l v o A b i l i t i e s . S e n s i t i v i t y to P r o b l e m s D i s c u s s A b r a h a m L i n c o l n ' s r o l e I n A m e r i c a ' s H i s t o r y a n d H e r i t a g e . .} f i l m s " A b r a h a m L i n c o l n — A N t u d y l a O r e Q t n s s s " . ( 1 9 5 2 - E B F ) H o - o n a o t s I n c i d e n t s l a L i n c o l n ! l i f o , a s s o c i a t i n g h i s q u o t a t i o n s w i t h t h e I n c i d e n c e s t h a t p r o m p t e d t h e m . ( I 96 O - F R L ) T h e I l l i n o i s Y e a r s . ( I 960 - F R L ) T b s W a r Y e a r s . R e c o r d " T h a L o n o s o m a T r a i n " ( 2 7 n i n - 1 9 4 0 , D a c c a ) L i n c o l n ' 0 f u n e r a l t r a i n C o m p i l e a l o g a n d / o r l i s t o f s u p p l i e s , a c t i v i t i e s , m a p s n e c e s s a r y f o r o n a s s i s t a n t t o t h e w a g o n m a s t e r o n a w a g o n t r a i n g o i n g W e s t i n 1850 . F i l m " F r e e d o m H i g h w a y " L 3 5 a l n , c o l o r - 1 9 5 9 . d U C ) S h o w s a b u s t r i p a c r o s s A m e r i c a f e a t u r i n g p a r t s o f t h a c o u n t r y t h a t o r e t h o l o c a t i o n o f g r e a t m o m e n t s i n U n i t e d S t a t e s h i s t o r y . 5.00 C h a i c c t o r l z a t l o n ( a s s u m i n g r e s p o n s i b i l i t y T o r s s l f e v a l u a t i o n I n t o r t s a f a v a l u e s y s t e m ) 5.1 g c n o r a l l z o d s o t 5-2 I n t e r n a l i z e d v a l u e , T b a c r e a t o r g r o p e s f o r h i s o w n w a y t o d o a n d m a k e s b i s o w n J u d g m e n t o f t h e q u a l i t y o f h i s p r o d u c t ( W i l t ) . . P r o b l e m s o l v i n g I s b a s i c a l l y c r e a t i v e ( K c i l a r ) . , I n d e p e n d e n c e I n H i k i n g J u d g m e n t s . R i s k - r a k i n g O r i e n t a t i o n . C o n s t r u c t i v e N o n - C o n f o r m i t y a s a W a y o f L i f e . A b i l i t y t o S t i m u l a t e H a n o n t u r n . . . . A b i l i t y t o D e v e l o p I n s i g h t I n A m b i g u o u s A r e a s . Q o n a r a l A s s e s s m e n t . . . W r i t e a n A m e r i c a n H e r i t a g e p r o g r a m f o r p r e s e n t a t i o n d u r i n g b o o k w e e k o r p u b l i c s c h o o l s w e e k f o r a n o t h e r c l a s s , f o r p a r e n t g u e s t s , o r f a r t h a e n t i r e s t u d e n t b o d y o n ’ R i c h e s Q r e a t e r Than S o l d " w i t h e m p h a s i s o n t h a c o n t r i b u t i o n s t o o u r c o u n t r y b y v a r i o u s r a c i a l a n d n a t i o n a l g r o u p s . W r i t e a n d i l l u s t r a t e b o o k s o n A m e r i c a n H i s t o r y e n d H e r i t a g e f o r p r e s c h o o l , k i n d e r g a r t e n , f i r s t g r a d e , a n d a a a o n d p m l i p u p i l s . T o p i c s c o u l d b o c e n o o r v a t i o r ( J o h n n y A p p l c s c o d ) , r e s p e c t f o r i n d i v i d u a l s , e n d f c l r p l o y . U S C * f t S H , U A H 103 SAM PLE BIBLIOGRAPHY FOR AM ERICAN HISTORY A N D HERITAGE Adams, Jam es D ic tio n a ry o f A m erican H is to ry A lle n , T . D. D o c to r i n BucfesTkTn Almanac o f C u rre n t W orld L ead ers A m erican H e rita g e kook o f G re a t H i s t o r i c a l P la c e s ; H lstoi^y o f th e G re a t W est p lu s th e _ r e c o r d , " H is to r ic M usic o f th e G re at W est" A m erican H e rita g e J u n io r L ib ra ry The Many W orlds o f B enjam in F r a n k lin , N aval B a ttle s ' and H e ro e s . T h is s e r i e s i s now com bined w ith th e C arav el books and i s known as H o rizo n C a ra v el Books as H eroes o f P o la r E x p lo r a tio n A m erican W est ( th e p u b li c a t i o n o f th e W estern H is to ry A s s o c ia tio n ) E d ito r s o f th e Army Times Famous A m erican M ilita r y L ea d ers o f World War~IX B aru ch , B ern ard M y Own S to ry Baughman, U. E. S e c r e t S e r v ic e C h ief B e ll, M. E. K it (Parson B o rto n , E liz a b e th Where th e H e a rt I s B o tk in , B enjam in T re a su ry o f "A m erican F o lk lo r e B reck , V iv ia n Hoof b e a ts on th e Ifra lT B ro o k s, Van Wyck Our L i t e r a r y H e rita g e C a th e r, W illa 0 P io n e e r s I Colum bus, C h ris to p h e r Eog o r D iary Commanger, Henry Documents o f A m erican H is to ry C ooper, James F . The L a s t o f th e M ohicans, The D e e rs la y e r C rane, S te p h e n Red Badge o f Courage C u rre n t B iography Debebam, F ra n k K. D isco v ery and E x p lo r a tio n ; an A tla s - H is to ry D o b ie, J . F ra n k C oronado’s C h ild re n Dodson, K enneth Away A ll B oats' Donovan, R o b ert £t 109 E lls b e r g , E. Men tJnder th e S ea E lse n h o w e r, D.,- 1 D. C rusade i n Europe F a s t, Howard A p ril C o rn in g F e r b e r , Edna Ic e P a la c e , So B ig F o rb e s , E. P a u l R evere and th e World He L ived I n F o r e s t e r , C. S. A dm iral H ornblow er i n th e West I n d ie s F ox, D ixon H a r p e r 's A tla s o f A m erican H is to ry F r a n k lin , B enjam in A utob io g rap h y 104 G a lt, Tom P e te r Z en g er, F ig h te r f o r Freedom Goodman, M arian M issio n s o f C a lif o r n i a H a llib u r to n , R ich ard Book o f MarvelsT H a rt, James Oxford Companion to A m erican L i t e r a t u r e Hermann, P a u l C onquest by Man Hubbard, E lb e r t M essage to (ra rc ia H u szar, G eorge B. B asic"'A m erican Documents I r v in g , W ashington The K n ic k e rb o c k er H oliday Ja ck so n , H elen Hunt feamona J e f f e r s o n , Thomas l e t t e r s to h is c h ild r e n and g ra n d c h i ld r e n . Kane, H a rn e tt G a lla n t M rs. S to n e w a ll, Lady o f A rlin g to n Kane, Jo sep h Famous F i r s t F aces' Kennedy, John P r o f ile s ' i n 'Courage K in g sle y , C h a rle s W estward Hot E d ito r s o f L if e N ine Who Chose- A m erica L in d b erg h , C h a rles S p i r i t o f S t . L ouis L ord, C lif f o r d H l s t o r l c a i T ^ t l a s o f th e U n ite d S ta te s L ord, W a lte r A N ig h t to Remember M a n ch este r, W illiam P o r t r a i t o f a P r e s id e n t , John F . Kennedy M ille r , J o a q u in "ColumBus" M orison, Samuel C h ris to p h e r Columbus, M a rin e r Morrow, Ho no r e On to Oregon '~ n ~ ' P ag ean t o f America! (15 Volumes r e f e r e n c e s e t ) R ic h te r , Conrad ffihe L ig h t i n th e F o re s t S andburg, C a rl Abraham L in c o ln Shannon, T e rry S to n e s , B ones, and A rrow heads S ilv e r b e r g , R o b ert F i f t e e n B a t t l e s That' Changed th e World S p e a re , E liz a b e th W itch o f B la c k b ird P~ond^ S ta te s m a n ’s Y earbook S to n e , I r v in g C la re n ce Darrow f o r th e D e fe n se , Im m ortal W ife, Love I s E te r n a l Stow e, H a r r i e t IT. tln c le Tom 's C abin U n ited S ta t e s Governm ent O rg a n iz a tio n Manual W e b ste r’s G e o g ra p h ic a l D ic tio n a ry o f P la c e s ~ w ith Geo- g r a p h ic a l and H i s t o r i c a l In fo rm a tio n and P ro n u n c ia tio n W hite, W. A. A utob io g rap h y o f W illiam A lle n W hite W hitman, W alt "Oh C a p ta in , M y C aptain'* W ilcox, R. F iv e C e n tu rie s o f A m erican Costume W ilso n , H. L a st Queen o f H aw aii- W is te r, Owen V ir g in ia n APPENDIX C THEORETICAL M ODEL OP THE CURRICULUM A N D THE THEMATIC UNIT, A HORSE, A HORSE--A LIVE'ONE OP COURSE io6 B l o o m T a x o n o m y I M P O R T A N C E A K D V A L U E O P A H E D U C A T I O N I m p l i c a t i o n s T o r C r e a t i v i t y A H O R S E . A H O R S E - C o r r e l a t e s o f C o n t r o l B e h a v i o r A L I V E O f f E O F C O U R S E ( O U R H / t f U R A L W O K D E R S ) C o n v e r g e n t A c t i v i t i e s C o n v e r g e n t H a t e r l a l a _ C o g n i t i v e 1 . 0 0 K n o w l e d g e 1 . 1 s p e c i f i c s ( s y m b o l s w i t h c o n c r e t e r e f e r e n t s ) 1.2 w a y s o r 4 c o in s . v o c a b u l a r y ( v e r b a l a n d n o n - v e r b a l ) . s e q u e n c e ( m o v e m e n t * o f p h e n o m e n a w i t h r e s p e c t t o t i n e ) 1 . 3 p a t t e r n s . s t r u c t u r e ( G e s t a l t w i t h l t a p r i n c i p l e s a n d g e n e r a l i z a t i o n s i r . i r . t a r a c t i o n . i n t e r r e l a t i o n s h i p ) . P r o v i d e o p p o r t u n i t y t o d e v e l o p p u r p o s e s w o r t h y o f t h e e n t h u s i a s t i c d e v o t i o n c r e a t i v e p u p i l s s e e m c a p a b l e o f g i v i n g ( T o r r a n c e ) , E n h a n c i n g I n t e r a c t i v e n e s s P l u e n c y ( G r o u p O r i e n t e d ) T i m e f o r T d e a a n d P r o b l e m D e v e l o p m e n t F r e e d o m f o r I d e a a n d P r o b l e m D e v e l o p m e n t I n f o r m a t i o n R e c e p t i o n S k i l l s ( R e a d i n g ) I n f o r m a t i o n R e c e p t i o n S k i n s ( L i s t e n i n g ) C o l o r F i l m s t r i p " C a r e e r s i n n a t u r a l S c i e n c e * . A m e r i c a n H e r i t a g e P u b l i c a t i o n R a t i o n a l P a r k a . A m e r i c a n M u s e u m o f N a t u r a l H i s t o r y , H e w Y o r k , I l l u s t r a t e d L i b r a r y o f t h e N a t u r a l S c i e n c e s 2,00 Comprehension 2.1 t r a n s l a t i o n 2 * 2 r e - o r d e r i n g ( i n t e r p r e t a t i o n ) 2.3 consequence { e x trc .t:litiir.) { P e r s o n s w n o a r e a b l e t o r e c o g n i z e p r o b l e m s a r e m o r e a p t t o w o r k o n [ t h e m , a n d i f t h e y d o , a r e t h e m o r e I a p t t o d i s c o v e r s o l u t i o n s ( G u i l f o r d ) A n I n t e l l e c t u a l S e t T o w a r d s A l t e r n a t i v e A n s w e r s , S o l u t i o n s A b i l i t y t o D e v e l o p A b s o r b i n g I n t e r e s t s S e n s i t i v i t y t o P r o b l e m s . H a v e g r o w i n g p l a n t s a n d a n a n i m a l ( a s a h a m s t e r ) I n t h e c l a s s r o o m . : , K e e p a d i a r y o f o b s e r v a t i o n o n t h e p r o g r e s s o f t h e s e I l i v i n g c r e a t u r e s . 3 . 0 0 A p p l i c a t i o n s ( u j e o f a b s b r a c - | t l o n s I n p a r t i c u l a r a n d c o n c r e t e s i t u a t i o n ) R e c o g n i z e S h a t s o m e p u p i l b e h a v i o r , S e n s i t i v i t y t o P r o b l e m s i w h i c h nay b e m o s t i r r i t a t i n g a r i s e s ; , 3 e l f - A s s e r t i v e n e s s ( W i t h S e l f - | o u t o f p u p i l s r s t r u g g l i n g a t t e n p t a ; a c c e p t a n c e ) r t o r e c o n c i l e o p p o s i t Q s i n t h e i r 1 , F l u e n c y ( I n d i v i d u a l l y O r i e n t e d ) j n a t u r e a n d t o t o l e r a t e l a r g e r F , O r i g i n a l i t y ( G r o u p O r i e n t e d ) q u a n t i t i e s o f t e n s i o n a s t h a y j s t r i v e f o r a c r e a t i v e s o l u t i o n t o d i f f i c u l t p r o b l e m s w h i c h t h e y h a v e a s t f o r t h e m s e l v a s ( M a c K i n n o n ) . V i s i t t h e l i b r a r y t o f i n d b o o k s a b o u t t h e c a r e o f p l a n t s a n d a n i m a l s . (4 volumes]- . P h i l i p G o l d s t e i n H o w T n D o t o E x p e r i m e n t H . r W t Z i m P l t r . t s h iv erren t A c tiv itie s D i v e r g e n t M a t e r i a l s S e l e c t p i c t u r e s t o s h e w t o _ _ _ _ t h e c l a s s h o w n a t u r e i r f l u - . R i c h a r d H a l l i b u r t o n e n c e s o u r w a y o f l i f o - - f o o d , ' B o c k o f f - a r v f l * . a . c l o t h i n g , s h e l t e r ( u a e s l i d e s ) p i c t u r e s f r c n n a g a - - t l r . e s , t r a v e l p o s t e r s , t h e > o v e r h e a d p r o j e c t o r s , a n d s e l e c t e d r e f e r e n c e b c o k a ) , t e m p e r a t e z o n e — v a l l e y s , t r o u n t a i r s , d e s e r t s , s e a c o a s t ■ . t r e p i e a , a r c t i c .Anna Comstock, Handbook of Kature ■ E f f lji^ J o rta n .HaimM nd 1 s M a t u r e A t l s s " o 7 America . K a k e s e a s o n a l f l o r a l a r r a n g e m e n t s f o r d i s p l t y I n t h e r c c a * . S e l e c t p o e » a t o r e e d t o t h e c l a s s a b o u t o u r n a t u r a l w o n d e r s . . . P i l n / ' T o O b s e r v e ” ( l l t ' m i n , c c l o r , l & o l - C ) j : D e m o n s t r a t e s t h e i m p c r - i | t w i c e o f o b c e r v e t l o n ; ! t c l e a r r A r g t h e s c i e n c e . a n d t h e a r t s . : i . E l i t a b e t h S e c h r i s t O n • T h e u a q r . d F o r m s f o r f C h i l d r e n . L o u i s ’ U n t e r m e y e r M o d e American P oetry. M ode B r i t i s h Poetry . H a r k V a n D o r c n A n A r . t h - oloiry o f World r o e c r y . M a k e l i t e r a t u r e m t p s U B i r g s y m b o l ® f r o m l i t e r a r y s e l e c t i o n s t o l o c a t e e a c h o n t h e m a p . R a c h e l C a i a o n T h e S o a ! A r o u n d _ U s ‘ . J a c q u e s U v e a C o u s t e a u t T h e S i l e n t W o r l d U S C : n S M , M A M 107 ■ ' a B l o o m T a x c r i o n y I M P O R T A N C E A j f O V A L U E O P A H E D U C A T I O N _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I m p l i c a t i o n s f o r C r e a t i v i t y A H O M E . A H O R S E - A U V E O N E O P C O U R S E ( O U R N A T U R A L W O N D E R S ) C o r r e l a t e s o f C r e a t i v e B e h a v i o r C o n v e r g e n t A c t i v i t i e s C o n v e r g e n t M a t e r i a l s D i v e r g c n t A c t i v i t i e s , 1 . 0 0 A n a l y s i s e . l e l e m e n t 3 ( d i s t i n g u i s h T a c t f r o m h y p o t h e s i s ) b . 2 r e l a t i o n s h i p s ( e o n n a c t i o r j a n d i n t e r a c t i o n s b e t w e e n e l e m e n t s a n d p a r t s o f s c o m n u n l i u t i o r . ) b .} s t r u c t u r e ( o r g a n i z a t i o n a l p r i n c i p l e s i s y s t e m a t i c a r r a n g e m e n t o f s t r u c t u r e s i m p l i c i t a s v e i l a s e x p l i c i t ) L e a r n l r g t h a t a s l r g l e a n s w e r o n l y l a a c c e p t a b l e l a a f a c t o r w h i c h c a n e a s i l y r e t a r d c r e a t i v e t h i n k i n g ( P r a n s s t h ) . j 5 - C O i y r . t h e . i l a 5 . 1 p r o d u c t i o n o f a u n i q u e c o n - I n u n l o a t l s n ( e f f e c t i v e i w r i t i n g ) : j . 2 p r o d u c t i o n o f a p l a r . ( e r a - > p o s e d s e t o f o p e r a t i o n s ) ( 5 - J s e t o f r e l a t i o n s ( a b s t r a c t ) I C r e a t i v i t y i s t h e p r o c e s s o f j s h a p i r g o n e ' s s u r r o u n d i n g s ( H a l l m a n ) T o l e r a n c e f o r a n t i q u i t y R e d e f l n l t l v e a b i l i t i e s R i s k - t a k i n g O r i e n t a t i o n F l e x i b i l i t y E l a b o r a t i o n I n f o r m a t i o n E x p r e s s i o n S k i l l s P r e p a r e a b u l l e t i n b o a r d t r a v e l o g u e u s i r g b o o k J a c k e t s . . F i l m , " U n c h a i n e d G o d d e s s " ( P a r t s 1 4 2 , JO m l n , c o l o r , 1 9 5 6 - A T T C ) P o r e e s t h a t m a k e w e a t h e r a r e e x p l a i n e d t h r o u g h b o t h s c i e n t i f i c r i l m a n d a n i m a t i o n s e q u e n c e . . F i l m , " R e a l m o f t h e G a l a f l c a * ( l 6 n i r i , c o l o r , 1 5 6 1 - E T S ) U s i n g t h e 2 0 0 i n c h t e l e s c o p e a t F o l a n a r , C a l i f . I n s t i t u t e o f T e c h n o l o g y h o p e t o f i n d q u e s t i o n s a b o u t t h e o r i g i n o f t h e u n i v e r s e . R e a d a t o r l e a a b o u t m a n ' s c o n q u e s t o f n a t u r e . R a l p h H a m m o n d I n n e s W r e c k o f t h e M a r y D e a r e M a u r i c e H e r t t o g A n n a p u r n a . W r i t e s t o r i e s o r p o e m s a b o u t o u r n a t u r a l w o n d e r s . U s e b a c k g r o u n d m u s i c a s " P a s t o r a l S y m p h o n y , " " T e l e s f r o m t h e V i e n n a W o o d s , " " N u t c r a c k e r S u i t e , " " E b b T i d e s , " " L a H e r , " V i c t o r y a t S e e " D i v e r g e n t M a t e r i a l s . F i l m , " S u n , M o o n , a n d ' S t a r s ; t h e M u s i c o r T i m e " ( 3 0 m i n , S t a n d a r d 0 1 1 - 1 9 5 0 ) . L a k e s a n d b a y s o f o u r n o t i o n a l l m i r r o r s a n d h o u r g l a s s e s o f n a t u r e ' s c a l e n d a r o f d a y s , n o n t h a , a n d y e a r s . * I . I l l u s t r a t e t h e s e c r e a t i v e i . T h o r H e y e r d a h l w r i t i n g ; u s e a n y o f t h e j K c n - T l k l f o l l o w i n g t e x t u r c d m a t e r i a l ] . O b a J o n n a c n I M a r r i e d . f a b r i c a s b u r l a p , v e l o u r , . c a l i c o . t o o t h p i c k s , i c e c r e a m s t i c k s . p i p e c l e a n e r s . b u t t c n B , d e c o r a t i v e s e w i n g i t e m s a s b i a s t a p e A d v e n t u r e . R a c h e l f l a r s o n S i l e n t B e r i n g . 3 , 0 0 E v a l u a t i o n I 5 . 1 I n t e r n a l l o g i c ( J u d g m e n t o f i n t e r n a l e l e m e n t s ; e x a c l n e a u i ^ o f s t a t e m e n t ) j 6 . 2 c o m p a r i s o n o f c u l t u r e I ( j u d g m e n t a f e x t e r n a l e i e - j ,t e n t s ; c o m p a r i s o n o f a w o r k j w i t h t n e h i g h e s t k n o w n s t a n d a r d s i n I t s f i e l d ) . A g e n e r a l c r i t i c a l a t t i t u d e c a n b e a r r a t h e r b r o o d t r a n s f e r e r r e c t s i r . s o l v i n g p r o b l e m s ( H y m a n ) . . . T i e e v a l u a t i o n w i t h c a u s e s a n d c o n s e q u e n c e s ( T o r r a n c e ) , I n d e p e n d e n c e i n M a k i n g J u d g m e n t C o n s t r u c t i v e n o n - c o n f o r m i t y a s a W a y o f L i f e O r i g i n a l l t y f I n d i v i d u a l l y O r i e n t e d ) A b i l i t y t o S t i m u l a t e M o m e n t u m . . , R e s o u r c e f u l n e s s A b i l i t y t o D e v e l o p I n s i g h t I n A m b i g u o u s A r e a s G e n e r a l A s s e s s m e n t a n d E v a l u a t i o n o f t h e C r e a t i v e P r o c e s s F r i t * K a h n D e s i g n o f t h e U n i v e r s e P r i n t a c o l l e c t i o n o f p u p i l s ' c r e a t i v e w r i t i n g o n t h e t h e m e , O u r N a t u r a l W o n d e r s , r J 3 C : N 3H , MAM 108 I M P O R T A N C E A N D V A L U E O P A H E D U C A T I O N A H O R S E , A H O R S E - A L I V E O N E O P C O U R S E t O U R N A T U R A L V O H D E R S ) jCrathwohl. Bloom.MaAla T a x o n o m y I m p l l c a t l o n a f o r C r a . c l v l t y C o r r e l a o o a o f G r e a t l y * B e h a v i o r _ _ _ _ _ _ _ _ _ _ _ _ C o n v e r g e n t A c t i v i t i e s _ _ _ _ _ _ _ _ _ C o n v e r g e n t H a t e r l a l a _ _ _ _ _ _ _ _ D i v e r g e n t A c t l v l t l e a _ _ _ _ _ _ _ _ _ D i v e r g e n t M e t e r l a l e i 3 . A f f e c t i v e 1 . 0 0 R e c e i v i n g ( m a y n o t b e a b l e t o v e r t & l l z e ) a s p e c t s o f t h e c t i m u l u s w h i c h c a u s e a a w a r e n e s s ) 1.1 a w a r g n e s s ( d o e s n o t i m p l y a s s e s s m e n t o f q u a l i t i e s o f a s t i m u l u s j l i s t e n i n g ; r e c a l l } 1.2 w i l l i n g n e s s t o r e c e i v e 1 . 3 s e l e c t e d a t t e n t i o n C r e a t i v e b e h a v i o r i s c o n t i n g e n t o n o p e n n e s s t o e x p e r i e n c e ( Z i r b e s ) . . e n h a n c i n g I n t e r a c t i v e n e s s . T i m e f o r I d e a a n d P r o b l e m s D e v e l o p m e n t . I n f o r m a t i o n R e c e p t i o n S k i l l s ( L i s t e n i n g ) . F r e e d o m f o r I d e a a n d P r o b l e m D e v e l o p m e n t S h o w p i c t u r e s t h a t i l l u s t r a t e h o w m a n d e p e n d s o n a n i m a l s , I n t h e p a s t . i n t h e p r e s e n t . E d i t o r s o f L i f e - E v a l u a t i o n . l o s a c A s i n o v — I n t e l l i g e n t H a n ' s G u i d e t o S c i e n c e . I s a a c A s i m o v - - W o r d a o f S c i e n c e a n d t h e H l a t o r v u e h l n d T h e m . A n i m a l K i n g d o m ( 3 v o l . r e f e r e n c e w o r k ) M a k e a m o n t a g e o f r e e l a n d i m a g i n a r y a n i m a l s o n t h e b u l l e t i n b o a r d . . F u d y a r d K i p l i n g 1 J u s t S c S t o r i e s 1 • A e s o p F a b l e s | 1 2 . 0 0 R e s p o n d i n g ( c a p a c i t y f o r v o l u n t a r y a c t i v i t y ) 2.1 a c q u i e s c e n c e ( c o m p l i a n c e ) 2.2 w i l l i n g n e s s t s r e s p o n d 2.3 s a t i s f a c t i o n I n r e s p o n s e H e l p p u p i l s t o i m p r o v e t h e i r a b i l i t y t o a s k b e t t e r q u e s t i o n s b y m a k i n g g o o d g u e s s e s a b o u t w h a t t h e p o s s i b l e a n s w e r s m i g h t b a ( T o r r a n c e ) , * T o l e r a n c e f o r A m b i g u i t y . S e l f - a a s e r t i v e n e a s ( S e l f - a c c e p t a n c e ) . A n I n t e l l e c t u a l S o t T o w a r d s A l t e r n a t i v e A n s w e r s a n d S o l u t i o n s . F l u e n c y ( G r o u p O r i e n t e d ) . O r i g i n a l i t y ( G r o u p O r i e n t e d ) . F l e x i b i l i t y . I n f o r m a t i o n E x p r e s s i o n S k i l l s D i s c u s s i n t e r e s t i n g h a b i t s o f p e t s t h e p u p i l a h a v e . F i l m : " T h e W o r l d o f t h e I n v i s i b l e " ( 1958- E B F ) M i c r o s c o p i c s t u d y o f b e a u t i f u l a n d g r o t e s q u e a n i m a l s a n d p l a n t s f o u n d I n a J a r o f p o n d w a t e r . P u p i l s b r i n g 0 s m a l l c o l l e c t i o n o f n o t i o n s f r o m h o m e t o u s e t o c r e a t e n e w c r e a t u r e s . . E d g a r A l l a n P e e " T h e ; R a v e n 1 ' 1 . " A n i m a l s " ( 1 1 m i n . C o l ) D e s i g n e d t o e n c o u r a g e ’ p u p i l a t o m a k e a n i m a l s b y s h o w i n g s e v e r a l m e t h o d s f o r b a s i c f o r m a n d f o r v a r i a t i o n s . 3 . 0 0 V a l u i n g 3.1 a c c e p t a n c e o f a v a l u e 3 . 2 p r e f e r e n c e f o r a v a l u e ( p u p i l i s s u f f i c i e n t l y c o n s i s t e n t s o t h a t o t h e r s c a n i d e n t i f y h i s v a l u e a s a g u i d e t o h i s b a h a v i o r ) 3 . 3 c o m o i t a e n t ( p u p i l i s s u f f i c i e n t l y c o m m i t t e d s o t h a t h e i s w i l l i n g t o b e i d e n t i f i e d w i t h t h e v a l u e ) W e c a n r e s o r t t o e m p i r i c a l s i g n s o f n o v e l t y I n t e r m s o f t h e s t a t i s t i c a l I n f r e q u e n c y o f a r e s p o n s e a m o n g m e m b e r s o f a c e r t a i n p o p u l a t i o n t h a t l a c u l t u r a l l y r e l a t i v e l y h o m o g e n e o u s ( G u i l f o r d ) . , S e l f - s u f f i c i e n c y . O r i g i n a l i t y ( I n d i v i d u a l l y O r i e n t e d ) . I n f o r m a t i o n R e c e p t i o n S k i l l s ( R e a d i n g ) . R e o o u r c e f u l n e a s , A b i l i t y t o D e v e l o p A b s o r b i n g I n t e r e s t s . A b i l i t y t o D e v e l o p I r s l g h t e i n A m b i g u o u s A r e a s P l a n a n d t a k e a f i e l d t r i p t o a m u s e u m o f n a t u r a l h l f l t o r y t o s e e d i s p l a y s o f a n i m a l s t h r o u g h t h e a g e s a n d a r o u n d t h e w o r l d a s I n s p i r a t i o n f o r s c i e n t i f i c s t u d y a n d f o r l i t e r a t u r e . F i l m , " E d u c a t i o n P l u s : t h e F i e l d T r i p ( 1 * a l n , 1956- V O ) P l a n n i n g , p r e p a r a t i o n , a c t i v i t i e s d u r i n g t h e s e t r i p s a n d f o l l o w - u p a c t i v i t i e s a r e s h o w n . N o n e t h e s e c r e a t u r e s u s i n g t h e i r a t t r i b u t e s a s p a r t o f t h e i r n a o e a n d w r i t e o n e p a r a g r a p h t e l l i n g w h a t t h e i r f u n c t i o n i s I n t h e u n i v e r s e . • H e r m a n M e l v i l l e M o b y D i c k . J a c k L o n d o n C a l l o f t h e W i l d . M a r j o r i e R a w l i n g s T h a Y e a r l i n g : • E r n e s t H e m i n g w a y O l d M a n a n d t h e S e a r 1 USC: SSM, H A M 109 ;v| I M P O R T A N C E A N D V A L U E O P A N E D U C A T I O N . A H O R S E . A H O R S E - A L I V E O N E O P C O U R S E ( O U R J U W O N D E R S ) K r& th V T Q h l.B lQ O ff^ tta ia .. ^ ^ . * f a x o n o G y l a p l i c a t l o n a f o r C r a f l t l v l f r y C o r r c l a t a a o f C r a a t l v g B e h a v i o r _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o n v e r g e n t A e t l v i t l e a C o n v e r g e n t M a t c r l a l a D l v c r g a n t A c t i v i t i e s D i v e r g e n t M a t e r i a l s b . o o O r g a n i s a t i o n ( o r v o l u m e I n t o a s y s t e m { ( d e t e r m i n a t i o n o r r e l a t i o n s h i p s ) 4 . 1 c o n c e p t u a l i z a t i o n A , 2 o r g a n i z a t i o n o r a s y s t e m N o t i c i n g s o m e t h i n g u r o n g o r I n n e e d o r I m p r o v e m e n t ( d e f o c t a , d e l l o l e n c l e s , e r r o r s ) a s w e l l a s t h e ■ o b s e r v a t i o n o r t h e i n a d e q u a c y o f s o l u t i o n k e e p s t h e c r e a t i v e t h i n k e r a t w o r k o n h l a p r o b l e m ( G u i l f o r d ) . . F l u e n c y ( I n d i v i d u a l l y O r i e n t e d ) . E l a b o r a t i o n . . R a d e r i n l t l v e A b i l i t i e s . S e n s i t i v i t y t o P r o b l e m s P u p i l s w r i t e t h a n k y o u n o t e s t o t h o m u s o u D ( I n c l u d e p u p i l r e a c t i o n s t o v a r i o u s d i s p l a y s ) . 6 F i l m s t r i p s " C o n s t r u c t i n g H e p o r t o ' . ' i s e t 1 - E R F , 1 9 5 5 ) U s i n g r e p o r t s , r i n d i n g r e p o r t s , p o i n t i n g w i t h w a r d o , b u i l d i n g r e p o r t s , d i g g i n g f o r f a c t s . W r i t e A n i m a l s t o r i e s a n d p o e n a ( t h e s e m a y b e u s e d t o I l l u s t r a t e v a l u e s a s k i n d n e s s r e s p e c t f o r a l l l i v i n g c r e a t u r e s ) . • E r i c K n i g h t [ L a s s i e C o m e H o m e • M a r g u e r i t e H e n r y K i n g o f t h e W i n d . J o v A d a m s o n B o r n F r e e 5 . 0 0 C h a r a c t e r i s a t i o n ( a s s u m i n g r e s p o n s i b i l i t y t ' o r s e l f e v a l u a t i o n m t e r m s o r a v a l u e s y o t c m ) 5 . 1 g e n e r a l i z e d a e t 5 . 2 I n t e r n a l i z e d v a l u e . T h e c r e a t o r g r o p e s f o r h i e o w n w a y t o d o a n d n a k e d h l a o w n J u d g m e n t o r t h e q u a l i t y o f h i s p r o d u c t ( W i l t ) . . P r o b l e m s o l v i n g l a b a s i c a l l y c r e a t i v e ( K e l l e r ) . . I n d e p e n d e n c e I n K a k l n g J u d g m e n t s . R i s k - t a k i n g O r i e n t a t i o n . C o n s t r u c t i v e n o n - C o n f o n a l t y a s a W a y o r L i r e . A b i l i t y t o S t i m u l a t e H s n e n t u n . . . . A b i l i t y t o D e v e l o p I n s i g h t s I n A m b i g u o u s A r e a s . G e n e r a l A s s e s s m e n t . . . P u p i l s m a k e a d i s p l a y o r a n i m a l s t u d i e s a n d s t o r i e s . . D r . J a n e G o o d n l l - V o n L o v l c h ( N a t i o n a l G e o g r a p h i c S o c i e t y e t h n o l o g i s t ) s t u d i e s o f c h i m p a n z e e s I n t h e i r n a t i v e h a b i t a t . . E a r i n e l o n d s t u d i e s o f p o r p o i s e s W r i t e d i r e c t i o n s f o r m a k i n g a l u m i n u m r o l l a n i m a l s , t h e n m a k e t h e m t o I l l u s t r a t e t h e s e o r i g i n a l a n i m a l s t o r i e i a n d p o e m s . H u a i e - t o - m a k e - a n i m a l a - b y : " T i l l E u l e r . S p i e r - . - : '0 M e r r y F r a n k s " " R o m a n C a r n i v a l " " F e t e r a n d t h e W o l f 1 ' S w a n L a k e " " G r a n d C a n y o n S u i t e ” U S C ; N S M , H A H 110 SAMPLE BIBLIOGRAPHY FOR A HORSE, A HORSE. . . Adamson, Joy B orn F re e , L iv in g F re e , F o re v e r F re e Aesop F a b le s A m erican h e r i t a g e N a tio n a l P ark s A m erican Museum o f N a tu ra l H is to r y , New York I l l u s t r a t e d L ib ra ry o f th e N a tu ra l S c ie n c e s And rew s, Roy Chapm an Q uest o f th e 5now L eopard A nim al' Kingdom (3 Volumes r e f e r e n c e s e t ) A rn o ld , Oren M arv els o f th e S ea and Shore Asimov, I s s a c I n t e l l i g e n t Man*s Guide' to S c ie n c e , Words o f S c ie n c e and th e H is to ry B ehind Them Audubon, John B ird s o f A m erica B a r n e tt, L in c o ln The World W e L ive I n B eebe, L u ciu s H a lf M ile Down Buchsbaum, RalpH 'Anitnals W ith o u t B ackbones B u rn fo rd , S h e ila I n c r e d ib le Jo u rn ey B u rt, W. H. F i e l d G uide to th e Mammals C a rrin g to n , R ich ard The S to ry ' 'o f 6'ur E a rth C arson, R achel The SeTa Around Us, S i l e n t S p rin g C o llin s , Henry B ird W a tch e rfs G uide Com stock, Anna Handbook o f N atu re Study Cook, Jo se p h K i l l e r Whale C o u steau , J . Y ~ . The S i l e n t World C u rie , Eve Madame C u rie D arw in, C h a rle s Voyages o f th e B eag le De K ru if, P au l H unger F i g h t e r s , M icrobe H u n ters D u r r e ll, G erald M y F am ily and O th er A n im als, The W h isp erin g Land G a llic o , P au l Snow G oose, Thom asina G ard n er, M. G re at E ssay s i n S c ie n c e G ipson, F red o ld Y e ile r Godden, Rumer An E p iso d e o f Sparrow s G o ld s te in , P h ilT p How to jD o an E xperim ent Grahame, K. Wind I n th e W illow s G ran t, M. P. M ic ro b io lo g y and Human P ro g re s s Hemingway, E rn e s t The Old. Man and th e Sea H a llib u r to n , R ich ard Book o f M arvels - Hammond-Innes, R alp h Wreck o f th e Mary D eare H enry, M a rg u e rite King o t th e ^Wind H e rtz o g , M aurice A nnapurna H e y e rd a h l, T hor K on-T lki Jo h n so n , Osa I M arried A dventure J o rd a n , Em il Li Hammond's N atu re A tla s o f A m erica Kahn, F r i t z D esig n o f th e U n iv e rse 1 K ip lin g , Rudy ard J u s t So S to r ie s K n ig h t, E ric L a s s ie Come Home Ill L an d o n -D av ies, John The S eeds o f L ife L a u b e r, P a t r i c i a The F rie n d ly D o lp h in s E d ito r s o f L if e E v o lu tio n London, JacTc TTall o f W e~ W ild, W hite F an g , Se a W olf M axw ell, G avin O t t e r 's T a le M e lv ille , Herman Moby D ick N e v ille , Em ily I t ' s L ik e T h is , Cat 0 ' H ara, Mary G reen G rass o f Wyoming P e a t t i e , Donald Rainbow iBook o f N atu re R aw lin g s, M a rjo rie Ehe Y e a rlin g ' R o b e rts , E l l i o t t O ur Q uaking E a rth R o b e rtso n , R o b ert Of W hales and~Men S c h e e le , W illiam P r e h i s t o r i c A nim als S e c h r i s t , E liz a b e th One Thousand Poems f o r C h ild re n S i l v e r s t e i n , S h e lly L a fc a d io , th e L io n Wbo Shot Back S te b b in s , R o b e rt C. A m phibians and R e p tile s o f W estern N o rth A m erica S te in b e c k , John "The Red Pony" T erh u n e, A lb e rt B ruce U n term ey er, L o u is Modern A m erican P o e tr y ; Modern B r i t i s h P o e try Van D oren, Mark An A nthology o f W orld P o e try W aber, B e rn a rd R ich C a t, E oor Cat W y lie, Rose and Ames R e s tle s s E a rth Young P e o p le 's S c ie n c e E n c y c lo p e d ia " Zim, H e rb e rt E l a n t s : ~ A G uide t o ~ E lan t H obbies Z in s s e r , Hans ~ ~Rats, L ic e , and H is to ry APPENDIX D THEORETICAL M ODEL OP THE CURRICULUM A N D THE THEMATIC UNIT, PEOPLES OP THE PAST 113 IM PO R T A N C E A K D V A L U E O F A H ED U C A T IO N PEOPLES O F TH E FAST Taxonomy Im plications fo r C re ativ ity C orrelates of C reative Behavior________Convergent A c tiv itie s Convergent M aterials______ Divergent A c tiv itie s_______ Divergent M aterials A. Cognitive 1.00 Knowledge 1 .1 s p e c ific s (symbols with concrete re fe re n ts ) 1.3 ways and neons .vocabulary (verbal and non-verbal) .sequence (movement of pheno mena with respect bo time) 1 .3 p attern s .stru c tu re (Gesealc w ith I t s p rin c ip le s and gen eral is a tio n s in in te ra c tio n , in te rr e la tio n s h ip ), Provide opportunity to develop purposes worthy of th e en th u si a s tic devotion c reativ e pupils aeeto capable of giving (T orrance). . Enhancing in te ra c tiv e n ess . Fluency (Oroup Oriented) • Time fo r Idea and Problem Development . Freedom fo r Idea and Problem Development . Inform ation Reception S k ills (Reading) . Inform ation Reception S k ills (L istening) The te ach er brings props as a telephone book, newspaper and magazine advertisem ents, a l i a t of radio and te le v isio n commercials to cla ss as m otivation fo r p resen t atio n o f the impact on peoples of the p ast on our way of liv in g today. B u lle tin Board Committee (ads using words derived front L atin tt Greek ro o ts ; ch arts o f word m o ts; magazine a r tic le s on the peoples of the p o st; the Lytaplc games; Greek Drama5 geneological ch arts c f Greek, and Roman gods and goddesses; lite r a tu r e maps). 1 2.00 Comprehension ! Persons who are able to recognize 2 .1 tra n s la tio n j problems are more apt to work 2 .2 re-o rd erln g (in te rp re t* - | or. them, and i f they do, are tlo n ) j the acre apt to 'd isc o v e r so lu tio n s 2.3 consequence (e x tra p o la tio n ) 1 (G uilford). i * ! ‘ t . A n I n te lle c tu a l Set Towards A ltern ativ e Answers Solutions . A bility to Develop Absorbing In te re s t . S e n s itiv ity to Problems Library v i s i t to s e le c t s to rie s of the peoples of th e p ast (see attached l i s t ) .make a vocabulary l i s t fo r two of the h is to r ic a l periods covered; find the etymology of each; use phonics charts to le a rn to pronounce each word. .Review--hew to use Che card catalogue and Che Dewey Decimal system. ■Role ploy fry the log! col c h aracters as Par., J u p ite r, Minerva,Cares .Make ch ild dimensional s e ttin g s (use snce boxes and tin e lin e s ). • Comparer theme and/or p lo t to a current TV show. .Film "Education flu e ; the F ield T rlr" ( i n nir., ICfo-VO) Planning, preparation, end follcw -up a c tiv i tie s of e fie ld t r i p . I f p o ssib le arrange a c la ss v i s i t tc a museum in order to see the e x h ib its and to borrow m ateriela tc take to class tc study. 3.00 A pplication (use of a b stractio n s In p a rtic u la r and concrete s itu a tio n ) ftsejgnize th a t some pupil behavior whlJh may be more i r r i t a t i n g a ris e s out of p u p ila 1 stru g g lin g attem pts to reconcile opposites in th e ir nature and to to le ra te large; q u a n titie s of tension as they s triv e fo r a c reativ e s o lu tio n to d if f ic u lt problems which they have s a t fo r themselves (MacKinnon). . S e n s itiv ity to Problems . S elf-A ssertiv en ess (with Self* Acceptance) . Fluency (In d iv id u ally O riented) ■ O rig in a lity (Group Oriented) Read 3 sh o rt lite r a r y sele c tio n s in c la ss ; d iscuss why each Is a " c la s s ic ." ."The Good Samaritan" (a parable in mercy) ."R appacelnlr& Daughter" (sh o rt sto ry s tre s s in g th a t beauty can be poisonous) ."The Lady or th e T iger" (a short sto ry having an open ending) .Bring In a cu rren t event and/or magazine account of a good som arltar today. .Discuss the d u ra b ility of beauty (lea d ersh ip q u a li ti e s , q u a lity In products we purchase). .How do we make d e cisio n s,b t| and em ail, in everyday l i f e i 114 IMPOarAlfCE and value o p ah sducatios peoples op the past Slcon C o rrelates of Taxonomy Im plications fo r C re a tiv ity C reative Behavior Convergent A c tiv itie s Convergent M aterials D ivergent A c tiv itie s Divergent M aterials ^ 4.00 Analysis 4.1 eleconts {d istin g u ish fa ct from hypotheses) 4.2 rela tio n sh ip s (connections and in te ra c tio n s between elements and p a rte of a ca cmrti c a t Ion J 4 .J s tru c tu re (o rg an izatio n al p rin c ip le s; system atic arrangement o f s tru c tu re s im p lic it as w ell as e x p lic it Learning th a t a sin g le answer ^ only la acceptable is a fa c to r which can e asily re ta rd cre ativ e th in k in g (P ranseth). . Tolerance fo r Ambiguity . R adeflnltlve A bility Head The Wonderful Winter by Karebcttc Chute (a nay runs sway to London and works in the th e a te r with Shakespeare) .Shakespeare of London by Harcnecte cnutc (fo r teachers) .Introduction to ShottesDearc by M archette Chute (fo r p u p ils ) •Role play a teen -ag er apply ing fo r h is f i r s t Job (com pare th is w ith the des c rip tio n o f Robin asking to work in the th e a ter) .In graphic and/or p ic to ria l form, compare the Greek, Elizabethan, d riv e -in , and 'cinerama th e a tre s 1 .P ictu res of Elizabethan clo th es, s h e lte r , tra n s p o rta tio n , customs. 5.00 Synthesis 5 .1 production of a unique communication (o ffactiv e ;iriclng) 5 .2 production of a plan (pro* posed s o t o f operations) 5*3 s e t of r e la tio n s (a b stract) C re ativ ity Is the procosa of shaping one's surroundings (H allm an). . Risk-Taking O rien tatio n . F le x ib ility . E laboration . Inform ation Expression S k ills .Draw sev eral scenes o f London from the d e sc rip tio n in Wonderful Winter .Discuss the way the perplc in the book liv e (id , food, clothing, s h e lte r , tra n sp o rtatio n , educa tio n ) . .Find th ree paragraphs In the book th a t best describ** the boy's jo b . .The Macmillan English S cries - pollack (thapo h i , rv, Y fo r w riting n arra tiv e s ) .Write a scone fo r a play In a contemporary s o ttin g and discuss Shakespeaio'B version fo r s im ila r itie s : .gaieS away to school .e ff o rts to please the "boss1 1 .teen-ago in fa tu a tio n .Discuss s e le c tio n s from Shakospeore fo r s im ila r themes. .S elect m usical background fo r these a o tiv ltic o . Read the following sele c tio n s from Shakespeare: .Polonius* advice to h is 4son. Laertes (Hamlet) .ThisOii'a theaplan e ffo r ts (Midsummer's Nieht Dream) .Death scene (flceco and J u lie t) €.00 Evaluation 6 .1 in te rn a l lo g ic (.Judgment of In te rn a l elem ents] exact* ness of statem ent) € .2 comparison o f c u ltu re (Judgment of e x te rn a l e le ments; comparison of major th e o rie s, comparison of a work w ith tha h ighest knewn standards in i t s fie ld ) .A g e n eral c r itic a l a ttitu d e can have ra th e r broad tra n s fe r e ffe c ts in solving problems (Hyman). .Tie In evaluation with causes and consequences (T orrance). 1 . Independence In Making Judgments . C onstructive Rtm-Conforni ty as a W ay o f Lire . O rig in a lity (In d iv id u ally O rient ed) . A bility to Stim ulate Momentum... . Resourcefulness . A b ility to Develop In sig h t in , Ambiguous Areas . General Assessment and Evaluation o f the C reative P tq c c b b j Dalton Plan (reference paper) (1) W hy ore the ideas #r S ocrates, P lato , and A risto tle so enduring when ty ra n ts of Che period in which they lived are almost un known to us? (2) Cczraro and con tr a s t Hammurabi's Cede, Divine Eights o f Klnfis, jwd C iv il Rights L eg islatio n . .Film "Library Re search in High School' (1 1 o in, I 9 4g-c} O utlines basic r e search s k ills and how to fin d inform a tio n in the l ib r a r y . .C reative W riting .Use a person from the past (re a l o r legendary) in a story of today .Create a new myth .In poetry form (lim erick, a c ro s tic , haiku, euplet, qu atra in ) t e l l about on enduring value os p a tr io t ism , love, honesty, wisdom. i 115 IMPORTANCE AMD V A L U E OP A H SWCmOR P E O PL E S OP THE PAST Erathwald. B lO Q m Kutin. C orrelates of TaxoDogy In p llcatlen o fo r C reativity _Croatlvo Behavior______________________Convergent A c tiv itie s Convergent M atorlalo m v trg jn t A c tiv itie s Divergent M aterials B. Affectivo 1.00 Receiving (nay not be able to verbalize aspects o r the stim ulus which concern awareness) ; l . l awareness (does not imply aS3c"nr>ent o f q u a litie s of a stim ulus; lis te n in g ; re c a ll) 1.2 w illingness to receive 1.3 selectad a tte n tio n Croati-ze behavior Is contingent on opcniwss to experience (Z lrb ea). . . Enhancing In te ractiv e n ess , Tine fo r Idea and Problems Development . Freedom fo r Idea and Problem Development . Inform ation Reception S k ills (L istening) .Film "How E ffective it Your Reading” ( - min, 195b-C) Show is basic tech n iq u e fo r improving speed and comprehen sion fo r varied fcypeo of reading .Film "Arabian Nights" (30 Din, 1957- Bullocks] dram atiza tio n o f one o f the sto rie s M oke a b u lle tin board 3cram- big of objects and Ideas th at ire p art of our c u ltu ra l heritage from peoples of the past (use second and th ird llmenslens as w ell as labels for ideas). .Film T he Readiness j or A ll” 29 rain, I 1900-ESF) shows Shaksspearc's in tr ic a te plcy p a tte rn ’ presenting Hamlet as | a young non facing j problems of growing • up 2.00 Responding (capacity fo r voluntary a c tiv ity ) 2.1 aequlosconce (compliance) 2 .2 H iliingnsso to response 2 . 3 s a tis fa c tio n lr. response Help pupils to improve th e ir a b ility to ask b e tte r questions by making good guesses about what tha poaslbio answers night be ( Torrance ) . • . Tolerance fo r Ambiguity . S elf-A ssertivensss (S o lf- Acceptanca) . A n In te lle c tu a l Bet Towards A ltern ativ e Answers and Solutions . Fluency (Group O riented) , O rig in ality (Group O riented ) . F le x ib ility . Inform ation Expression S k ills • From a book l i s t (see attach ed ) I.Filo "Story of Fre- pupilo choose to study people o f [h is to ric Man” (1 1 nln, . ancient times ■ 1925-C) Describes the . medieval period ■ way p re h isto ric non . the renaissance liv ed , according to .O utline Inform ation about peoples a r tif a c ts found, o f feho post frera each audio- .Film "Our In h q rit- viaual aid used , once rrom H isto ric •Compile a vocabulary l i s t o f G reecc^U min, 1953' terms r e la tin g to tha period o f : c) Shows major con- hiatory shown in aoch film trib u tlo n s of the 1 Greeks to our c i 11- ' lza tio n .Explain the o rig in of object: and ideas th a t arc p a rt of our cu ltu ra l h eritag e fron the peoples of the post on a b u lle tin board. .Use ro le playing with pup pets to review the books selected fo r study o f poo- pics of t b o p a s t. v . J .Film "A B C of Puppet j Making" (10 mirt, 19^9-3FSJ Shows how tc aakc puppets I ■ i 1 3 .0 0 Valuing 3 .1 acceptanca o f a value 3 . 2 preference fo r a value (pupil is s u ffic ie n tly con s is te n t do th a t others cor. id en tify h la value as a guide to h is behavior) 3 - 3 commitment (pupil i s s u f f i cien tly committed so th at ho i s w illin g to bo Iden tif ie d >fith tha value) W e can ra ao rt to em pirical signs of novelty in terms o f the' s ta t i s t i c a l infrequency of a response among members of o c erta in popu la tio n th a t is cu ltu ra lly re la tiv e ly homogeneous (G u ilfo rd ). . So i f -2 ufficloncy . O rig in ality (In d iv id u ally irien ted . Inform ation Reception S k ills (Reading) . Resourcofulncos . A bility to Develop Absorbing In te re s ts . A bility to Develop In sig h ts in Ambiguous Areas Hake one week's calendar of events in the l l f q of the character In the sto ry read; copy the des c rip tio n of major o c tlv itio a lisced fo r the character. .1 2 film strip s in dhior..vlth booklet "O igllsh a t Hork, Course One” (1957j Scribners) covers basic English a k illa used in more e ffe c tiv e w riting . .lirlto a diary of a person from the peat .Write newspaper sto ry , car toon .Radio or TV newscoat about on invention, discovery, o r Idea from peoples o f the past i \ i j 116 r.M ?O R TA B C S A lffl V A L U E OP AN E D U C A TIO N PEOPLES O P THE PAST Krathwald. Bloom. Masia ?g5con6ilty"'{fl£Vio'nala) Im plications fo r C reativ ity C o rrelates of C reative Behavior Convergent A c tiv itie s Convergent; M aterials Divergent A c tiv itie s D ivergent M aterials 4.00 O rganization (o f values Into a a y steaJ(d eten iin atio R of re la tio n sh ip s) 4.1 con cep tu alizatio n 4.2 org an izatio n of a system N oticing something wrong or in need o f improvement {defects, d e fic ie n c ie s , e rro rs) as w ell as the observation of the Inadequacy of s o lu tio n keeps the c reativ e th in k e r a t work on h is problem (G u ilfo rd ). . Pluency (In d iv id u a lly O riented) . E laboration . R ddefinltlve A b ilitie s . S e n s itiv ity to Problems On a chain o r c lo th e s lin e , display a aeries of p ic tu re s to show the Influence of the Greeks on the Romans, or the Middle Ages on the Renaissance, Discuss th e Qreek, Homan, Medieval and Renaissance id eas of a successful person. .F ilm s trip .The W ay W e Look a t Things" (9 mln, 195S-Juan Handy) Experiences of a Teenage boy show the re la tio n s h ip of emo tio n a l attitude® to success o r fa ilu r e . Role play l i f e in Junior high i f th e re hod been no Egyptian, (Greeks, Romans, Vikings, Marco Polo, Columbus, G alileo e t c . —choose a d iff e r e n t one f o r each p re sen t a tio n . ) I .costum es, eflp. hate .background murals .diorama 5.00 C haracterisa tio n (assuming re s p o n sib ility fo r s e lf ev aluation lr. tertae of a value system) 5 .1 generalized s et 5 .2 in te rn a liz e d value •The c re a to r gropes fo r h is own way to do and makes h is own judgment of the q u ality of h is product (W ilt), .Problem so lv in g Is b a sic a lly c re ativ e (K e lle r). . Independence in Making Judgment: . R isk-taking O rie n ta tio n . C onstructive Kon-Conformity at a W ay o f Life . A b ility to S tim ulate Momentum.. . A b ility to Develop In sig h ts in Ambiguous Areas ♦ General A ssessm ent... Make a c h a rt and I l l u s t r a t e i t to show major c o n trib u tio n to our way of liv in g from H Paoplea of She P ast. W rite a scienoe f ic tio n sto ry about s ta r tin g a United S ta te s colony on the moon, fin d those who wonts to go and what the colo n is ts would cake fo r food, c lo th in g , s h e lte r , educa tio n , entertainm ent? H ow would they be governed? USC; N3M , HA H 117 SAMPLE BIBLIOGRAPHY FOR PEOPLES OF THE PAST Andrews, Roy C. Q uest o f th e Snow L eo p ard , M eet Your A n c e sto rs A rab ian N ig h ts F o lk T a le s L lackm ore, R ic h ard L o rn a Doone B e e rs , L o rn a Book o f Hugh F lo w er B u lfin c h , Thomas M ythology C e rv a n te s , M iguel de b o n Q ,u ix o te_ C hute, M a rc h e tte S h ak esp eare of~London C la rk , Ann S e c r e t o f th e Andes Clem ens, Samuel C o n n e c tic u t Yankee i n K ing A r t h u r 's Court Colum, P . G olden F le e c e and th e H eroes Who L ived B e fo re A r c h ille s C o o lid g e, O liv ia T^reek Myths De A n g e li, M a rg u e rite Door i n th e W all D efoe, D a n ia l R obinson^drus'o'e D obie, J . F ra n k C o ro n ad o js C h ild re n Dumas, A lex an d re Count o f Monte C r ls to , T h ree M u sk eteers Elgin, Kathleen First Look of Mythology E l l i s , H arry E liz a b e th th e Woman F re u c h en , P e te r Book o f th e S even Seas G ayley, C h a rle s C la s s ic Myths i n E n g lis h L i t e r a t u r e G ray, E liz a b e th Adam o f th e Road H a llib u r to n , R ic h a rd Look o f M arvels H e y e rd a h l, T hor K on-T iki Homer I l i a d , Odyssey H o rizo n Book L o st W orlds Hugo, V ic to r H unchback o f N o tre Dame I n g e l s , James T e a t o f V a lo r I r v in g , W ashington The A lham bra Irw in , M a rg a re t Young B e s s , E liz a b e th th e P rin c e s s K om roff, M anuel Marco P olo L a ird , H elene T re e o f Language L y tto n , Edward L a s t Days o f Pom peii M arek, K u rt Gods, G raves and S c h o la rs , March o f A rchaeology O 'D e ll, S c o tt is l a n d o f th e B lu e D o lp h in O liv e r, Ja n e L io n and th e Rose R obin Hood f o l k t a l e s S a tin , F ra n c e s C l a s s ic a l Myths S cheek, W illiam P r e h i s t o r i c A nim als S ch o r, Je a n A f te r You, Marco Polo' S c o tt, S i r W a ite r Iv a n h o e , K e n ilw o rth , The T a lism a n S e e g e r, E liz a b e th P ag ean t' o f C hinese H is to ry S e lle w , C a th e rin e A d v en tu res w ith th e Gods 118 S te v e n so n , R o b e rt B la ck Arrow, K idnapped, T re a s u re I s la n d S u t c l i f f , R. Eag le o f1 th e N inth Thomas, Low el1 Seven Wonders o? th e W orld T re v in o , ElizabeT^K I , Ju an de F a re .ja Van Loon, H en d rick S to ry o f Mankind' W a lla ce, Lew is Ben Hur APPENDIX E THEORETICAL M ODEL OP THE CURRICULUM AN D THE THEMATIC UNIT, R HY TH M IN LITERATURE, ART, MUSIC, A N D M O V EM EN T 1 2 0 IH PO R T A W C S A K D V A L U E OP A N ED U C A T IO H B H T T H H IK UTERATUKH, /JET. MUSIC, A H D M O y P C D ff Toxonagq Im plications fo r C reativ ity C orrelates of C rcatlvo Behavior Convorgont A c tiv itie s______ Ccmvprgent M aterial a D lv^rgjnt A c tiv itie s Divergent H aterlcls A- Cognitive 1 .0 0 Knowledge 1 .1 sp ecifics (sysbols with concrete refe re n ts) 1 .2 w ay and ocana .vocabulary (verbal and non-verbal) .sequence (movement of phc- nonena with respdet to tine) 1 .3 patterns .stru ctu re (G estalt with i t s p rin cip le s and jgonornliratiorw in i n te r action, in te rre la tio n s h ip ). Provide opportunity to develop purposes worthy of the enthu s ia s tic devotion cre ativ e pupils seen capablo of giving (T orrance). . Enhancing In te ractiv e n ess . Fluency (Group Oriented) . Time fo r Idea and Problem Development . Freedom fo r Idea and Problem Development . Inform ation Reception S k ills (Reading) . Inform ation Recaption S k ills (Li's toning) Tho teach er gives an operational d e fin itio n o f rhythm in l i t e r atu re (meter in verso), a rt (balance), music (b e a t), and movemont (coordination as in Motor b a lle t o r te n n is ). .Film "What I s a Good Observer?" (2 9 tnin.- 195a, IV) H abits of Observing a ffe c t the way people ta lk . The teach er builds a b u lle tin beard on rhythm in lite r a tu r e , a r t, music, and m&.-eeient by adding ah item a day fo r two weeks; these Items may re la te to a holiday as Halloween o r to a theme as "That M ysterious F««ling." .Film "Parade” (6 min. i color-195* C fcR E) Meeh-i c n lc a l toys, some i c o lle c te d from differ* j en t p a rts of*the world} and o th ers designed f*-> the film , move agalns4 t the background of chi?4 ,’ rca'ff drawings of a c ity s tr e e t . ■Film "Pen Point Per cussion and Loops" (9 - tain, color-195* H FBC) Sounds ore synchronize with hand-drawn an i m ations. 2 .0 0 Comprchonsion 2 .1 tra n s la tio n 2 .2 ro-ordaring (in te rp ro tc - tic n ) 2 .3 consequence (ex trap o latio n ) Persons who arc ablo to recognize problems arc mora opt to work on them, and i f they do, arc the 0 0 re opt to dlecovtfr-solutions (G u ilfo rd )» . An In te lle c tu a l Set Towards A lternative Answers, Solutions . A b ility to Develop Absorbing In te re s ts , S e n s itiv ity to Problems P upils s c io c t a school lib ra ry book re la tin g to rhythm. lorry Zachary C reative E otfaS«a ' Pupils s e le c t a school lib ra ry book re la tin g to "That M ysterious P e elin g ,M as fo lk ta le s (witches, D ruids), s u p erstitio n s (brokon m irro rs, ra b b it1 * ' ro o t), tru e t a l a or mys tery (P ete r Frcuchcn Book of th£ Seven Sees), symbols (t£ g ar Alien Pee "The Ravoiv). .A rthur Canon Doyle Sherlock Holmes .W aitor do la More "The L iste n e rs” .Edgar A llen Poe Tales 3.00 A pplication <uso of a b strac tions in p a rtic u la r and concrete s itu a tio n ) Recognize th a t son0 p u p il behav ior which nay bo most I r r i t a t i n g a ris e s out o f p u p ils ' stru g g lin g attem pts to reco n cile epposltos in th e ir nature and to to lo ra tc la rg e r q u a n titie s of tension as they s triv e fo r a cre ativ e so lu tio n to d i f f i c u l t problono which they have so t fo r themselves (MacKinnon) . S e n s itiv ity to Problems . Solf-A seartlvonoss (w ith S clf- Aeeeptanca) . Pluenoy (In d iv id u ally O riented) . O rig in a lity (Group O riented) Pupils dcflna rhythm from th e ir readings in lite r a tu r e , a r t , music, and movement. .Pupils and teacher read aloud s e le c tio n s ro le tin g te "That Mysterious Feeling' ■Build a vocabulary l i s t of words end symbols re la tin g to "That M ysterious Peeling" .Discuss customs as "The D ay o f the Dead" in Maxlco th a t re la te to "That ■Mysterious Peeling” i U S G l H SM , M A H 1 2 1 mFOHTAHCE AHD V/iLUE OP AH EDUCATION RHYTHM IH U TER A TU RS. AM 1. MUSIC 4.00 Analysis 4.1 elements (d is tin g u is h fact from hypotheses) 4 .2 rela tio n sh ip s (connections and In te ra c tio n s between clancnts end p a rts of a coraaunloctlen) 4.3 stru c tu re (o rg an isa tio n al p rin c ip le s ; system atic arren^enont o r s tru c tu re s im p lic it as w ell as e x p lic it) Learning th a t a sin g le answer only i s acceptable la a fa c to r which can e a s ily re ta rd creativ e th inking (P rnnscth). Tolerance fo r Ambiguity « R odcfinltivo A b ilitie s .Pupils dem onstrate types of rhyth -1 In lito r a tu r e (prose, poetry J, a r t (coronics, scu lp tu re, arc h i te c tu re , p o in tin g ), music (in s tr u m ental, v o cal), movement (sp o rts, d ance). .Pantomime th e reading of "Casey a t the B at." r . . . . . . . : Pupils observe the crea tiv e process o f developing a theme by w ritin g . a s e ttin g . a ch aracter . a p lo t . opening and closing . the body ,Mauji« Applegate i ’v o the Teacher Save "'Jiice a Poor." .Flaun.': Applegate bfron tho Teacher Save "a'rut a Story" . Jc«.ooh Devlin A Dicti* ■ arv o f Svnonvm and ,eiton.vma .ftudolph Pleach fle‘ .v Guide to B etter U riel- /, .Burgeas Johnson h_-i 1 Rhvr.iru* D ictier.arv -r.-t p a c t's HandbJCK . c ; 0 .ha.«on H v.’ : t 1 s Thesaurus ■ m 1 tno tnrl*-..% . Lancuago m d*c d e n ary P^m j.CO Synthesis 5 -1 production or a unique communication (a ffe c tiv e "K rttlE s) 5 .C production of a plan (pro- psscd s e t of operations} 3 .3 s et of re la tio n s (a b s tra c t) C re ativ ity i s tho proeeas o f shaping o n e 's surroundings (Hallman). . R isk-taking O rien tatio n . F le x ib ility * E laboration - Inform ation Exp r e s e l l S k ills D o ta n g lb la book rep o rts by making models; drawing c h a rts, graphs, maps, p ic tu re s ; drama tiz in g tho use o f b a lle t shoos, ico skatco, sp o rts equipm ents. - .E ditors of L ife, Life in Sweden .u rn st ftostger C reative W ood Oooi*m .'•ool S trca v fie ld B allet Shoes .Use In stru m en tal rnuoic in the cissuroam as pu p ils w rite on the theme, "That M ysterious P eeling1 ' . I llu s tr a te the c re a tiv e w ritin g w ith c lo th , papier machs, wood, potato p rin ts , boxes, linoleum blocks, pcpcr s c u lp tu re , yarn, rubbings using coins,ar4 leaves, 3oap carving, clcy, colored chalk ."Danse Hacabr-" ."S o rc e re r's Appron- n tiCw" .Night on Bald Moun ta in " f , p .O ^valuation 6 .1 in te rn a l lo g ic {Judgment of in te rn a l elem ents; exactness o f statem ent) 6 . 2 comparison of cu ltu re (Judf^nor.t of e x tern al e le ments; comparison of n a je r th eo rieo , comparison of a work with tho highest known standards in i t s fie ld ) .A g sn eral c r i t i c a l a ttitu d e can hive ra th e r broad tra n s fe r o ff s e ts In solving problems (Hyman)* .Tic in ev alu atio n w ith causes and consequences (T errance). | j .I-'lcpondencc in Making Judgments . C onstructive non-Confom lty as a Hay c f Life . O rig in a lity (In d iv id u ally O riortod) . A b ility to S tim ulate Momentum. . . . R esourcefulness 4 A b ility ec Develop In s ig h t in Anbiguous Areas . General iisscssmgnt and E valuation cf the C reative Process .Teacher takes polarold p ic tu re s o f these fo r a c la ss acrapcbooU. .Arrange to shew these tan g ib le bock re p o rts in a h a ll d isp lay coao o r i n the school lib r a r y . .Tape record p u p ils ' reading th e ir c re a tiv e w ritin g with a m usical background. .Exchange tapes between c la s s e s . UE".: HSH, HAM 1 2 2 IM P O R T A N C E A M D V A L U E OP A K E D U C A T IO N K H T O H H Itf LITERATURE. 1 ARE. M U SIC A T iD M O V P M S O T " n .th ^ h l. Bloom. Kasia .Yaxenaru Im plications fo r C reativity Correlated of Craativo Behavior_________ Convergent A c t i v i t i e s _______ Convergent M ateriala Divergent A c tiv itie s Divergent M aterials r ......... ’ 3, Affqetivo 1.00 Receiving {nay not to able to vorbelizc aspects of Che stimulus which causes I awareness) 1 ,1 awareness {does not imply assesoDont of q u a litie s of a stim ulus; lis te n in g , re c a ll) 1 1 .2 w illingness to receive 1 1.3 selected atten tio n i Creative behavior is contingent on openness to experience (Zirbea) Enhancing In teractiv en ess * . Tina fo r Idea and Problem Development . Freedom fo r Idea and Problem Development * Information ftacoptlon Sld.lls (L istening) .Trfinnain Basin The Loon of Art .tiatcs Lowry The Visual Experience -M in ''Meter and Rhythns1 (29 min,-1959 VH) Dis cusses rhythm os tho punctuation in the language o f music. • Film "Expression Through Dance" (25 min.- 1952 SC) Dance is used to portray varied ideas and shades of emotion. Ton PLihtl Southwestern Indian Arts and Crafts M ody c . Boatright Singers and S to ry te ller j . wronk Dobie C o remade Children. Aoache Gold and Yaaui Silver lna Sumac records tho folksongs of Peru. .V ictor Manuel V illegas El Arte Ponular do Guana.iuato t | 2.00 Responding (capacity fo r 1 voluntary a ctiv ity ) 2 .1 acquiescence (a'rapllanco) 1 2 .2 w illingness to respond 1 2,3 sa tisfa c tio n in response ! ■ | i I 1 ! Kelp pupils to improve th e ir • a b ility to aoSt b e tte r questions by making good guesses about what the possible answers might bo (Torrance). . Tolerance f a r Ambiguity . 3olf-assortlvonass (S olf- acceplancc} . An In te lle c tu a l 3ct Towards A lternative Answers and Solu tions . . Fluency (Group Oriented) . O riginality (Group oriented) . F le x ib ility . inform ation Expression S k ills Pupils memorise poena with d ifferen t rhync and rhythns schemes fo r various areas o f the world. , individually , verso choir .E lizabeth Sachrist One Thousand Poems for Children .nrm-ia iintorciever Modem American Poetry; Mcoerh Urlttiah Poetry .Mark Van Doran An Anthology of World Poetry Give an apple te s t .pupilo look a t the apple fo r one minute then writo what they see fo r two min utes . .pupils fo o l the apple fo r one minute, thon write what they fe e l fo r two m inutes. .pupils see11 tho apple fo r one minute, then write what thoy smell fo r two minutes. .pupils c at the apple, thon w rite what they hear and what they tosto fo r three minutes. .pupils then do creative w riting about an apple- .Bov fvidichck The fonso 1 o f Smell 1 Mftni"onfeiLl Hailstone. 1 and Halibut Bones t . b h l a "The iir tio t and I Nature” (11 min, color-': 1950 PflP) Stioulnjaa o n ; g in al thinking in ‘r t . .Film "Dance Dofr.e.-.atrr- ' tlan " (10 ain , c?‘.;r- 1959 P»5?) - coar-tsrati : techniques of cs;--e*-- ■ porory dance, tho coRnunieaticr. i " ideas- ' 3 .C O Valuing 3*1 acceptance of a value 3.2 preference fo r a value (pupil is su ffic ie n tly consistent so th a t others can id en tify h is value as a guide to hla behavior) 3.3 commitment (pupil is s u ffi ciently committed so that he io w illing to be iden tif ie d with the value) W o can re so rt to omplricol signs of novalty in terms o r the s ta t i s t i c a l infrequency of a re sponse omens members of a c erta in population th a t is c u ltu rally re la tiv e ly haoogonoous (Guilford) . S olf-sufficiency . O riginality (Individually Oriented) . Inform ation Reception S k ills (Reading) . Resourcefulness , A bility to Dsvolop Absorbing In te re s ts . A bility to Develop In sig h ts in Anbiguous /ire as .Learn folksongs, b a llad s, and fo lk tale s from d iffe re n t areas of tha world. .Loam a felkdancc and a game from another area of the world. .Record "Arabian Sights" (30 n in, 1937, Bullocks Dramatization of one of Schchcrczodo’s sto rie s held in 1001 Arabian ITightd .Koeortf "Schchoraaada" (Rimsky Korsakov) (Vienna Symphony-Crown Records) .Show a a eries of pointings (as realism , expressionism so th a t pupils can w rite a one paragraph o r one stanza impression of each .Ploy instrum ental ouoie 90 th a t pupils can i llu s tra te each record. .John Canady Main- 1 /Itrrnmn of Moocrr. A jM se rie s cl' 12 oooks o * r , a r t in the K etropolit Museum of A rt. .John Ciartti H aw Does a P ood M oon USC: K S M , M A M IM PO RTA N CE A N D V A LU E OF A N E D U C A TIO N R H Y T H M D C LITERATURE, ART, KSJSIC A N D H O V S T -aC T g r&thwshl. Bloon.Haala '.’cxonoa j _______________________________ Im plications fo r C re a tiv ity c o rre la te s of C roat! vo Behavior Covergcnt A c tiv itie s Convergent M aterials Divergent A ctlv ltio a Divergent M aterials A.00 O rganization (o f values in to a system )(determ ination o f re la tio n s h ip ) k . l concep tu alisatio n U.2 org an izatio n o f a system N oticing something wrong or in need of Improvement <d e fe cts, d e fic ie n c ie s , e rro rs ) as w ell as the o b serv atio n of the inadequacy o f s o lu tio n keopa . th e c re a tiv e th in k e r a t work on h is problem (G u ilfo rd ). . Fluency (In d iv id u ally O riented) . E laboration . R ed efln ltlv c A b ilitie s . S e n s itiv ity to Problems Pupils b rin g fo lk songs and games th a t th o ir parents and grand- parents o r guardians learned as small c h ild re n . Pupils ro le play rhythmic language o f yesterday (min s t r e l s , bards, town c r ie r , medicine aon--w itch d octor, c an to r, G regorian chants) and of today (b a llad s, ap crta announcers, auc tio n e e r, te le v is io n and radio e o ra e rc ia la ). ! i I i 1 1 - ‘ .CO C h aracte riz atio n (assuming re s p o n sib ility fo r s e l f ev alu atio n in tcro a o f a value system) 5 -1 generalized a ct 5.2 in te rn a liz e d value .The c re a to r gropes fo r h is own way to do and makes h is own Judgment of tho q u a lity of h is product (W ilt). .Problem sa lv in g i s b a sic a lly c re a tiv e (K e lle r). . Independence in Making Judgments . R isk-taking O rien tatio n . C onstructive non*Conformity aa a W ay o f Life , A b ility to S tln u la ta Momentum,, . . A b ility to Develop In s ig h t in Ambiguous Areas . General A ssessm ent... Have a Rhythm Around the World d isp lay / each sogoant used l is tin g i t s tia o , piece; be su re to in clude samples o f lit e r a t u r e , a r t, nuflic, and movement. .Film "C hildren a t Work ind Play Around tho v.yld ■’ ( 1 9 n in ) Shows ch ild ren acquiring Iv jo s and h a b its th a t ere basic to work and 7 ley around the w srld. .Film "Finger Painting o r Vu Tsoi Yon" (11 ■nin, color-1959j IPS) D jjc rlb c s the p a r ti c u la r n a tu re of Chinoao A rt. W rito, produce, and present a puppet show on geo g rap h ical rhythms, za or the United S tates Southwest .s e ttin g s include s ig h ts , sounds, s n a ils (food) .a r ts and c ro fts .banco (a rc h ite c tu re , fu rn itu re ) .holidays .music . lite r a tu r e (fo lk ta le s , poems) .movement (oporta, donee) .Film "A3C o f Puppet Making" (lo nln-19^9 BPS) Shous tech niques o f making puppets In a c la s s - { room. 1 . . . . . . . . . . . . . . j USC: HSMj M A M 124 SAMPLE BIBLIOGRAPHY FOR RH Y TH M A ar s , F . N orw egian A rts and C ra fts A ltic h , R ic h a rd P re fa c e to C r i t i c a l R eading A m erican L ib ra ry A s s o c ia tio n S u b je c t In d ex to P e o try f o r C h ild re n and Young P eo p le A pplegate,, M auree When th e T ea ch er S ay s, “W rite a Poem, When th e T e a ch er SaySj "W rite a S to ry I r A sb jo rn se n , P e t e r N orw egian Folk: T a le s B a h ti, Tom S o u th w e ste rn In d ia n A rts and C r a f ts B a lla n tin e , B i l l W ild T ig e r s and Tame ffle a s B a r t l e t t , Jo h n F a m ilia r Q u o ta tio n s B au er, M arion How Music Grew' B a s in , G erm ain The Loom o f A rt B e d icb ek , Roy The S ense o f Sm ell B o a tr ig h t, Mody S in g e rs and S t o r y t e l l e r s B o tk in , B enjam in T re a su ry o f A m erican f o l k l o r e B radshaw , A n g ela World Costumes' B rew er, E b e n e z e r D ic tio n a ry o f~ P h ra se and F a b le B ro o k s, Van Wyck 6u r L ite r a r y H e rita g e ' B ro s s e , Jacq u e 100,000 Y ears o f D a ily L ife Canady, Jo h n M e tro p o lita n Sem inars i n A r t 12 volum es) Cheney, S h eld o n New W orld H is to ry o f A rt, The T h e a tr e : 3000 Y ears o f Drama, A c tin g , and S ta g e c r a f t C ia r d i, Jo h n How Loes* a Poem Mean? You Read to Me, I ’l l Read to f e u Cook, D orothy S h o rt S to ry Index C o Ith a rp , K u r lin i Tongue o f th e T ir ilo n e s Cook, D orothy S h o rt g to r y Index Cooke, D avid B e t t e r f o w lin g f o r Boys D a v is, M a r ily n T M usic D ic tio n a ry De M ille , Agnes To a Young D ancer Be G a sz to ld , Carmen ( t r a n s l a t e d by Rumer Gooden) P ra y e rs from th e Ark D e v lin , Jo se p h A D i c t i o n a r y o f Synonyms and Antonyms D obie, J . F ra n k Apache Gold and Y aqui S i l v e r , C o ro n ad o 's C h ild re n D o c k sta d e r, F r e d e r ic k J . In d ia n A rt i n M iddle A m erica D o u g las, G eorge A m erican Book o f Days' D oyle, A rth u r Conan A d v en tu res of1 5 h ¥ rlo c k Holmes E w ers, John C. A rtis ts * o f th e Old WesT Fadim an, C l i f t o n The M a th em atical M agpie F i t z g e r a l d , Edward ( .t r a n s .j R u b a iy at o f Omar Khayyam F le s c h , R udolph A New G uide to B e tte r W ritin g F o le y , D a n ie l Toys T hrough th e Ages' F r e d e r ic , L o u is The A rt o f I n d ia 125 F r o s t , R o b ert I n th e C le a r in g , Poems G ard n er, H elen A rt T hrough th e Ages G ayley, C h a rle s C la s s ic a l Myths in™*English L i t e r a t u r e G ran g er, E d ith In d ex to P o e try G rove*s D ic tio n a r y o f M usic and M u sician s H am lin ,— T a lb o t A r c h ite c tu r e Through th e Ages H ansen, Henry Costumes and S ty le s H a rt, James O xford Companion to~75nerican L i t e r a t u r e H a rtw e ll, Nancy D usty C loak H arvey, S i r P a u l O xford Companion to C l a s s i c a l L i t e r a t u r e H errm anns, R alph Lee Lan F l i e s the" D ragon K ite H o rizo n Book o f th e R e n a issa n c e I s e n s t e i n , H arold C re a tiv e 'Cilaywork Jo h n so n , B urges New Rhyming D ic tio n a r y and P o et* s Handbook Kobbe, G ustov C o m p le te O p e ra Book Koyama, F u jio 2 ,0 0 0 Y ears o f O r ie n ta l C eram ics L e s la u , C h a r lo tte and W olf A fric a n F o lk T a le s E d ito r s o f L if e L ife i n Sweden Lowry, B a te s The V is u a l E x p e rie n c e M are, W a lte r de l a "The l i s t e n e r s 7 7 M a lits k a y a , K. M, G re at P a in tin g s from th e P u sk in Museum, Moscow M a ttso n , E. B. C re a tiv e M etalw o rk in g Mawson, C. 0 . R o g e t's T h e sa u ru s o f th e E n g lis h Language i n D ic tio n a r y Form Menke, F ra n k E n c y c lo p e d ia o f S p o rts M in e , L . J . The" S enses o f Animal's'' and Men M ulac, M a rg a re t F am ily Fun and A c t i v i t i e s ^ New C entury C y c lo p ed ia o f Names' {3 Volumes) One Thousand and O ne^A rabian N ig h ts f o l k t a l e s o f th e N ear E a s t O 'N e ill, Mary H a ils to n e s and H a lib u t B ones, P eo p le I 'd L ike to Keep Poe, E dgar A lle n " B e lls , 1 1 "The R a v e n ," T a le s P r ic e , C h r is tin e Made i n th e R e n a issa n c e R ic e , D. T a lb o t The A rt o f th e D yzant'ine R o ttg e r , E r n s t C re a tiv e Wood D esig n S e c h r i s t , E liz a b e th One Thousand Poems f o r C h ild re n S h ip le y , Jb se p h D ictl'oriar'y o f World L i t e r a t u r e , (C ritic is m , Form S p e n c e r, C. Made i n Ja p a n S t r e a t f i e l d , N oel B a lle t' ‘ Shoes Thomas, L ow ell The Seven w onders o£_Jihe.W orld T h u rb e r, Jam es ffhe Tfaurber C a rn iv a l U n term ey er, L o u is Modern A m erican P o e try ; Modern B r i t i s h P o e try Van D oren, Mark An™Anthology o f World P o e try V ille g a s , V ic to r Manuel E l A rte P o p u la r de G u an aju ato 126 W a llis e r , B l a i r B a s ic Seam anship and S afe B o at H a n d lin g Walsh., Jo h n F i r s t Book o f th e Olympic Games W eiss, Jo h n S tic k s , S p o o ls / and F e a th e rs W hitman, W alt L eaves o f G rass' Who1s Who Wood, C lem ent Com plete Rhyming D ic tio n a ry and P o e t's C r a f t Book Z ach ary , H arry C r e a tiv e H obbies 127 SUGGESTED MUSICAL RHYTHM S A fric a ^Bongo M adness" (Crown R ecords-C L P-5019) E ngland ^ r u m R o ll" (Haydn-Columbia-M L 4453) F ra n ce ^Danse M acabre" "Our P a r is " (C a p ito l-T 10002) " S a in t Saens Symphony #3 i n C M inor" (A ngel-35924) " S o r c e r e r ’s A p p re n tic e " (D ukas) G erm any-A ustria-B ohem ia " L o h e n g rin ," " T r is ta n and I s o l d e ," " S ie g f r ie d " (W agner) "The M oldau" (Columbia-ML 5261) '.'A N ig h t i n V ienna" (Crown-CLP 5052) " S tr a u s s W a ltz e s" (P a ra d e R eco rd s-S P 301) I n d ia " I n d i a 's Love L y ric s " (MGM-E 3290) I s r a e l "K addin Symphony" (B ern ste in -C o lu m b ia-K L 6005) I t a l y "S id ew alk s o f Rome" (L ib erty -L R P 3066) Jap an " Ja z z Im p re ssio n s o f Japan" (C olum bia-CL .2212) N ear E a s t S ch eh e ra za d e" (R im sk i-K o rsak o v ) R u s sia rrl 8 l 2 O v e rtu re , OP 49" (T sC haikovsky) " I n th e S te p p e s o f C e n tra l A sia" (B orodin-C olum bia-M L 5392) "N ig h t on B ald M ountain" (M oussovgsky— R im sk i- K orsakov) " N u tc ra c k e r S u ite " (T sc h a ik o v sk y ) " P e te r and th e W olf" ( P r o k o fie f ) " P o lo u ts ia n D anses" (B orodin-C olum bia-M L 5392) S c a n d in a v ia "P e e r G ynt" (G rieg -C ro w n -506 5 ) " S c a n d in a v ia - A P o r tr a y a l i n Sound" (Columbia-M L 5 !4 7 ) ‘ /Song o f Norway" (G rie g ) S p ain and o th e r S p a n ish S peaking N a tio n s "B o rin q u en " (Puerto-Rico-RCA -LPM 1594) "Don Juan" (R im ski-K orsakov-C row n 5071) " F ie s ta " ( S p a in - C a p ita l-P 8335) " F if ty G u ita rs S outh o f th e B o rd er" (Monaural-LMM 13005) 128 "Fury o f th e B rave B u lls " (Crown R eco rd s-5 0 6 0 ) "La Danza" ( C a p ita l- P 8;5l4) "La P i e r r a de l a s F lo re s " (Columbia-MKL 1 0 9 6 ) "The L onely B u ll" (H erb A lp e rt and th e T iju a n a B ra s a - A M R e c o rd s -1 0 l) "M antovani T angos" (M exico-London-LL 7 6 8 ) "Mood Music i n th e L a tin M anner" (RCA-CMP-10j5) "M usic o f B ra jz il" (Colutnbia-CL 1822) "P ian o M usic from S p ain " (MGM-Records-E ^ 1 6 5 ) " P o rts o f C a ll" ( in c lu d e s R a v e l's "B o lero " - Eugene Ormandy) "Ruben F u e n te s " (M exico-Colum bia-DCL 14) "V a ise s M exicanos" (Columbia-DCL 7) U n ite d S ta te s "A m erican M arches" (RCA-Camden-CAL 125) "F o lk Songs o f th e New W orld" ( C a p ita l- P 8^24) "H aw aiian H o lid ay " (Design-DLP 5 5 ) SUGGESTED ART FORMS — R H Y TH M F re sc o M ic h e la n g elo " S is ti n e C hapel C e ilin g " D iego R iv e ra "S u g ar Cane" L eonardo d a V ince " L a s t S upper" I n d ia n Sand P a in tin g F a in tin g A b s tr a c tio n G auguin "La O rana M aria" M ondrian " H o riz o n ta l T re e" P ic a s s o "The S tu d io " E x p re ssio n ism C h ild r e n 's A rt E l Greco " B u ria l o f th e Count o f O rgaz" Van Gogh "The S ta r r y N ig h t" R ealism C h ard in " S t i l l L ife " H a rn e tt "The Old V io lin " Rem brandt "Man i n th e G olden H elm et" V elazq u es "The M aids o f H onor" S c u lp tu re M ic h e la n g e lo " P ie ta " Myron "The D isc u s T hrow er" R odin "The T h in k e r" APPENDIX F THEORETICAL M ODEL OP THE CURRICULUM A N D THE THEMATIC UNIT, UNDERSTANDING OURSELVES 130 IM POST A H CS A M D V A L U E O P A H E D U C A T IO N U H D E H S T A M D IH O O U R SE LV ES Inpllc& tlons fo r C re ativ ity ________ C orrelates of C reative Behavior_________Conversant A ntlvltlen_______ OonverBont H aterlala_____ D lv ersm t A c tiv itie s_______D ivergent M aterials A. Cognitive 1 .0 0 Knowledge 1 .1 s p e c ific s (symbols with concrete re fe re n ts) 1 .2 ways and Boons •vocabulary (verbal and non-verbal) .sequence (movement of phenomena with resp ect to time) 1.3 p a tte rn s .s tru c tu re (G e stalt wish I t s p rin cip le s and gen eral is a tio n s in in te ra c tio n , in te rr e la tio n s h ip ) Provide opportunity to develop purposes worthy o f the en th u si a s tic devotion cre ativ e pupils seem capable of giving (Torrance)* . Enhancing In teractiv e n ess . Fluency [Group Oriented} . Time fo r Idea and Problem Development? . Freedom f o r Idea and Problem Development . Inform ation Reception S k ills (Reading) . Inform ation Reception S k ills (L istening) .Joseph Mcahpltz Understanding Ourselves .William Msnnlhgor H ow to be a Successful .Joseph Hoshpitz 1 Understanding Our- I □elves .w illiam Hennlnger Hew to be a Success Teenager fu l Veenamer .m m ,lVhe kay W e Look at Things" (9 nin, co lo r 1 9 5 8 ) Show r e la tio n o f emotional a ttitu d e s to success or fa ilu r e fo r a teenage boy, 2.00 Comprehension 2 .1 tra n s la tio n 2 .2 re -o rd erin g (in te r p re ta tio n ) 2 .3 consequence (ex trap o la tio n ) Parsons who are able 69 recognize problems are more apt to work on them, and i f they do, are the more apt to discover so lu tio n s (O u llfo rd ). . An I n te lle c tu a l S et Towards A ltern ativ e Answers, Solutions . A bility to Develop Absorbing In te re s ts . S e n s itiv ity to Problems L ist vocabulary u sefu l in under standing ourselves .Film "-Learning to Study" (1A min-1 9 5 6) Dramatized in cid en ts s tre s s the value of 1 Learning. Make an illu s tr a te d d ic tio n ary of teenage term o. Film "Something to W rite About" ( 7 a ln - 1959) Shows pupils d iscussing personal experiences* 3.00 A pplication [use o f ab stra c tio n s in p a rtic u la r and concrete s itu a tio n ) Recognize th a t some pupil behavior which may be most i r r i t a t i n g a ris e s out of p u p ils ' stru g g lin g attempts to reconcile opposites in th e ir nature and to to le r a te la rg e r quan t i t i e s o f ten sio n as they s triv e fo r a cre ativ e so lu tio n to d i f f i c u lt problems which they have s e t fo r themselves (MacKinnon). . S e n s itiv ity to Problems , 'Saif-A saartlvenese (With S e lf acceptance) , Fluency (In d iv id u ally O riented) . O rig in a lity (Group O riented) Have s p e llin g bee .F ilm strip "Goal a in Spelling" (1952-fop. s c . ) Compile a bibliography to go w ith th is theme. .Film "Find the In fo r mation" (11 min- 1919-C) S tresses fin d in g re lia b le inform ation quickly. USC: K3H, M A M 1 3 1 IM PO R T A N C E A N D V A L U E O? A N E D U C A T IO N U N D E R S T A N D IN G O U R SELV ES vajcanocty 4.00 Analysis 4.1 elements (d istin g u ish Tact from hypotheses) 4.2 re la tio n sh ip s (connections end In te ra c tio n s between elements and o arts of a comnunicatlon) 4.3 n tru ct'jre (organizational p rin c ip le s; system atic arrangement of stru ctu res Im p licit as well as e x p lic it) Learning th a t a sin g le answer only is acceptable is a fa c to r which can e a sily re tard creativ e thinking (F ranseth). . Tolerance fo r Ambiguity . R edeflnltlve A b ilitie s Tape record pupils speeches about th e ir hobbles. .W illard W altner Wonders of Etobbv C raft Have a hobby show (p ic tu re s or photographs can s u ffic e fo r p ets o r p riz e p lan ts) .E rnst R odger ; C reative V . ’ ood Design | .Harry 4aehary ; C reative Hobbles | 1 5-00 Synthesis 5.1 production of a unique communication (e ffec tiv e w riting) 5.2 production of a plan (pro posed a c t of operations) 5 .3 s e t of re la tio n s (ab stra ct) C reativ ity is th e process of shaping o ra 's surroundings (Hallman)• . R isk-taking O rientation , F le x ib ility , Elaboration » Inform ation Expression S k ills Discuss the liv e s and accomplish ments of people the p upils admire- . .Jamas P le rs a ll Pear S trik es Out W rite le tte r s to pro minent adults asking f c r th e ir suggestions fo r teenagers (r e f Herbert Hoover's le tte r s to young people) .Film "Right o r Wrong" ’ (11 n in , 1952-C) Fre- . cents a s e r ie s of 1 s itu a tio n s involving moral d e cisio n s. .F ilm strip "Giving ar< d 1 Talcing Advice" (Jim Jterdy-195o) Presents 1 se rie s o f questions about giving advice, j .C arpenter, i c a t t et al (Astronauts) W e Seven ! €.00 Evaluation 6 .1 in te rn a l lo g it (judgment of in te rn a l elemental exactness of statem ent) 6 .2 comparison of cu ltu re (Judgment of external e le ments; comparison of major th eo ries 1 comparison of a work with the highest known standards in i t s fie ld ) . . . • A general c r i t i c a l a ttitu d e car. bear ra th e r broad tra n s fe r e ffe c ts in solving problems (Hynan)» .Tie in evaluation w ith causes and consequences (T orrance). __________ , Independence in Making Judgment: . C onstructive non-Confonr&ty as a W ay of L ife . O rig in ality (Individually O riented) , A bility to Stim ulate Momentum.. , Resourcefulness , A bility to Develop In sig h t in Ambiguous Areas , General Assessment and Evalu atio n of the C reative Process Hold a Panel d iscu ssio n on '"The Role of the Teenager In Today's World” .Anne Prank Dlarv of a Young G in Present a school wide pro je c t on care of the school equipment and supplies .Public Address ak itu .Motto hAre You One of Those?'* in the scnocl p u b lic atio n s, lab e ls fo r b u lle tin boards, trash cons, book covers. i j * U SC 5 N 3M , M A H 132 J IMPORTANCE AND VALUE OP AN EDUCATION UNDERSTANDING OURSELVES K rabhw O hljB looia, Mag l a Taxonomy Im plications fo r C re a tiv ity C o rrelates o f C reative Behavior Convergent A cfclvitlca Convergent M aterials D ivergent A c tiv itie s Divergent M aterials 9 . A ffective 1 .0 0 Receiving (may not be able to v e rb a liz e aspects of the stim ulus which oauses awareness) 1 .1 awareness (does not Imply assessm ent o f q u a litie s of a stim u lu s; lis te n in g ; re c a ll) 1 .2 w illin g n ess to receive 1.5 selected a tte n tio n C reative behavior la contingent . Enhancing In te ra c tiv e n e s s . Time fo r Idea and Problem Read a s e r ie s of p e rs o n ality .Richard H allib u rto n Book o f Marvels Have a b u lle tin board d is play o f teenager cartoons, jo k e s, doodles ( s e lf- concept) . - -j i on openness to experience (Z irb e s ). Development . Preadom f o r Id ea and Problem sketches of famous people, "W ho A m I?" .John b a r t l e t t F a m ilia r Quotations Development . Inform ation Reception S k ills (L isten in g ) 2.00 Responding (capacity fo r voluntary a c tiv ity ) 2 .1 acquiescence (compliance) 2 * 2 w illin g n ess to raopond 2.3 s a tis f a c tio n In response Help p u p ils to improve th e ir a b ility to ask b e tte r q uestions by making good guesses about what the p o ssib le answers might bs (T orrance). . Tolerance f o r Ambiguity . S elf-asao rttv en cea (S e lf- Acceptance) . An I n te lle c tu a l Set Towarde A ltern a tiv e Answers and Solutions . Fluency (Group O riented) . O rig in a lity (Group O riented) . F le x ib ility . Inform ation E xpression S k ills How to Study U nit .Have proper working conditions .Keep p h y sically f i t .Make a study time budget .Take accu rate, organised notes .Develop a good memory .Sharpen reading s k i l l s • Learn how to use th e lib r a r y .W rite so th a t o th e rs can t e l l what was intended .Learn how to prep are f o r te s ts .Do follow-up a c t iv itie s on items le a rn e d , Role play otudy s itu a tio n s .p eer group .fam ily .classroom .community . Film "F in le y 's Feeling (1 1 min, color-1953 MLI) Promotes d is cussio n and exchange o f ideas about ways ? to hurdle day-to-day s itu a tio n s with people. 3*00 Valuing 3*1 acceptance of a value 3 ,2 preferen ce fo r a value (p u p il Is s u ffic ie n tly con s is te n t so th a t o th ers can id e n tify h is value as a guide to h is behavior 3*3 commitment (p u p il is s u f f i c ie n tly committed so chat he is w illin g to be iden ti f i e d w ith th e value) . S e lf-su ffic ie n cy . O rig in a lity (In d iv id u ally O riented) . Inform ation R eception S k ills (Reading) . R esourcefulness . A b ility to Develop Absorbing In te re s ts . A bility to Develop In s ig h ts In Ambiguous Areas V is it the lib ra ry Los Angeles C ity Schools Library Sec tio n Research S k ills and Library Resources Have p u p ils tu to r others who are le ss s k ille d . 7 film s trip s "Learning . to Study" (1953) ! Includes j "G etting D ow to Work" 1 "Using a Textbook," ! "Giving a Book Report" J "Reviewing" I i i ________1 USC: NSM , M A M 1 2 ? IMPORTANCE AND VALUE OP AH EDUCATION UHDEflSTAHDlNO OURSELVES 4.00 O rganization (o f values In to A sy sta z ) (d eterm in atio n o f re la tio n s h ip s) 4 .1 co n ce p tu a liza tio n 4 .2 o rg an iz atio n of a a y stsn N oticing som ething wrong o r In need o f Improvement (d e fe a ts, d e fic ie n c ie s , e rro r s ) as w ell as the o b serv atio n of the inade quacy of s o lu tio n keeps the c re a tiv e th in k e r a t work on h is problem (G uilford)* . Fluency (In d iv id u a lly O riented) , E laboration . R ed efin itio n A b ilitie s , S e n s itiv ity to Problems Debate the su b jec t, "Teenage Preedom and R esp o n sib ility " 6 film s tr ip s "Develop ing Tour P e rs o n a lity " (1 9 5 6-c o lo r) "Thinking fo r Y ourself," "Leaders and Follow ers" '’Promises a re Made to Keep” In v ite se v e ra l parents to p a r tic ip a te in an in te rv ie w , "Teenagers Then and Row" Film "P arents are P eople, Too" (15 mln* 1 0 5 7-KcCH) Shows a d iscu ssio n group d eterm ining how they eon earn p riv ile g e s by proof of capabi l i t y . 5.00 C h arac te riz a tio n (assuming r e s p o n s ib ility f o r s e l f ev alu atio n In terms of a value system) 5 .1 g en eralised s e t 5 . 2 in te rn a liz e d value , Independence In Making Judgments . R isk -tak in g O rie n ta tio n . C onstructive non-Conformity as a. W ay of L ife * A bility to S tim u late Momentum... . A bility to Develop In s ig h ts in Ambiguous Areas . General A ssessm ent... Do a P ro jec t on "Teenagers AroutzJ the World" •Pood .C lothing .S h e lte r •Sport® .Hobbles .E ducation . R e s p o n s ib ilitie s Have a Puppet Show, " I am A Successful Teenager" U S C : 1ZSM, KAM 134 SAMPLE BIBLIOGRAPHY FOR UNDERSTANDING OURSELVES A m erican L ib ra ry A s s o c ia tio n Book B a it A l c o t t , L o u isa L i t t l e Women A ld ric h * B ess L a n te rn i n H er Hand A s tro n a u ts (C a rp e n te r; S c o tt; e t a l ; ) We Seven B a r n e tt, L in c o ln The U n iv e rse and D r. B in ste T n B a r t l e t t , John F a m ilia r Q u o ta tio n s B a tc h e lo r , J u l i e S u p e r s t i t i o u s t H e r e 's Why B e l l , M argaret Watch f o r a T a ll W hite S a i l B h e tta c h e ry a , Bh'abani M usic f o r MohinT C lem ens, Samuel Tom Saw yer Colem an, P a u lin e The D i f f e r e n t One C o u steau , Ja c q u e s ~ffihe"'Sil'e'nt' World D a ly , M aureen S e v e n te e n th Summer De K ru if, P au l M icrobe H unte’ rs ' D e v lin , Joseph A D ic tio n a ry o f Synonyms and Antonyms D ic k e n s, C h a rle s O liv e r T w ist D o o ley , Tom The N ig h t They Burned th e M ountain F e r b e r , Edna ' "So' K ig F le s c h , RudolpK A "New G uide to B e tte r W ritin g F o le y , D an ie l Toys Through th e Ages F ra n k , Anne D ia ry o f a Young G ir l G a llic o , P au l Snow Goose G eorge, M . B. B a s ic S a i l i n g G ilb r e a th , F ra n k C heaper by th e Dozen Grahame, K enneth Wind" i n th e W illow s G u a re sc h i, Giovanni! The L i t t l e World, o f Don C am illo H a llib u r to n , R ich ard Book o f M arvels H e y e rd a h l, T hor Kon-T'i'ki' Howard, Vernon P anbom ines, C h arad es, and S k its H ubbard, E lb e r t M essage to G a rc ia Hugo, V ic to r H unchback o f N o tre Dame J a c k s o n , H elen Ramona J a n e s , E. F i r s t Book o f Camping Ju d y , W ill C are and K eeping o f Dogs K ane, H. T. Lady o f A r lin g to n Kay, H elen How Sm art Are A nim als? K e l l e r , H elen The S to ry o f M y L ife K ennedy, John FT P r o f i l e s i n Courage K e rr, Jean P le a s e 'D o n 't E a t th e P a ls i e s K ip lin g , Rudyard Gunga D in L in d b erg h , C h a rle s S p i r i t o f S t . L ouis Mawson, C. 0 . R oget'f s T h e sa u ru s o f th e E n g lis h Language i n D ic tio n a r y Form M arek, K urt The March o f A rchaeology M a rr io t, M ic h a il B oys1 TBook o f F acin g and S p o rts C ars 135 McDonaldj B e tty The Egg and I M e d e aris, Mary B i g ^ o 'c ' s G ir ls M enninger, W illia m How to be a S u c c e s s fu l T een ag er M ich en er, James B rid g e a t Andau N a tio n a l G eo g rap h ic A d venture N a tio n a l C o u n cil o f T ea ch ers o f E n g lis h Your R ead in g : J u n io r High S chool N e v ille j Em ily I t (s L ike T h is , 'Oat N eu b e rg e r, R ich a rd A dventure" i n P o l11 ic s N o s h p itz , Jo se p h U n d e rsta n d in g O u rselv es' 0 ’ Conner j P a t r i c k ""BTack T ig e r P a tto n , F r a n c is Good M orning, M iss Dove P i e r s a l l , Jam es F e a r S tr i k e s Out R e in f e ld , F red Chess i s an Ealsy' Game Rom ulos, C a rlo s V oice o f Freedom R o ttg e r , E rn s t C re a tiv e Wood D esign S c h o la s tic Re a d in g Ifn its C o u rag e, Sm a l 1 W o r i d Schwed, P e te r G re a t S to r i e s from th e W orld o f S p o rts S h ip le y , Jo se p h D ic tio n a ry o f Word O rig in s S m ithj B e tty A T re e Grows i n B ro o k ly n S te in b e c k , John W in ter o f Our D is c o n te n t, "The Red Pony" S to lz , Ja c k so n F u llb a c k f o r S a le S to lz , Mary And Love R e p lie d S to n e , I r v in g C la re n c e D arrow f o r th e D efen se S t r e a t f i e l d , N oel B a l l e t Shoes “ T re g a s k is , R ich ard PT-109 U r is , Leon Exodus V a n d e r b ilt, Amy E t i q u e t t e V ern e, J u le s 5 0 ,0 0 0 L eagues U nder th e Sea W alsh, John F :tr s t iBook o J i* th e Olympic (lames W a ltn e r, W illa rd Wonders "of" Hobby C r a f t1 W h ite, Elwyn S u b tre a s u ry o f A m erican Humor Z ach ary , H arry C re a tiv e H obbies' APPENDIX G INSTRUCTIONAL PACKAGE FOR THE EXPERIMENTAL GROUP APPEND fX G EXPERIMENTAL GROUP INSTRUCTIONAL PACKAGE Title of Thematic Unit __________________________________ Concept_________________________________________ Grade Level ___________ Pupil Performance Level ________ Evaluation devices planned ___________ ______________ Length of Time Required to Teach the Unit_______________ Evaluation devices completed are to be attached to this form Ti me: days and/or weeks Taxonomy and Behavioral Objectives (i ncludi ng creati ve behavi or) Convergent Acti vi ty Convergent Materials D i vergent Ac t i v i t i es D i vergent Materi a 1s Teacher Notes: .pupil responses .next time 1 teach this .... - 13*8 SUGGESTED TEACHER NOTES P u p il R esponses How h a s p u p il b e h a v io r i n c l a s s changed i n r e l a t i o n to s ta t e d b e h a v io r a l o b je c tiv e s as shown b y : .te a c h e r o b s e rv a tio n .e v a lu a tio n d e v ic e s Next Time I Teach T h is U n it . . . A c t i v i t i e s to be used i n th e same way n e x t tim e . M a te r ia ls to be used i n th e same way n e x t tim e . A c t i v i t i e s to be im proved b e fo re u s in g them n e x t tim e . M a te r ia ls to be used i n a d i f f e r e n t way n e x t tim e . A c t i v i t i e s to be e lim in a te d and why. M a te r ia ls to be e lim in a te d and s u b s t i t u t i o n s made. O th e r p o s s ib le a c t i v i t i e s to be c o n s id e r e d . O th e r p o s s ib le m a te r ia ls to be c o n s id e re d . APPENDIX H INSTRUCTIONAL PACKAGE FOR THE CONTROL GROUP A P P E N D I X H CONTROL GROUP I N S T R U C T I O N A L PACKAGE Title of Thematic Unit: _____________________________ Concept ____________________________________ Grade Level __________ Pupil Performance Level Evaluation devices completed are to be attached to this form Length of time Required to Teach the Unit________________ Time: days and/or weeks Teacher Obj ecti ves Pupi 1 Obj ecti ves Acti vi ti es Materia 1 s Evaluation Devices Planned Teacher Notes: .pupi1 response .next time 1 teach this... SUGGESTED TEACHER NOTES; P u p il R esponse How ha3 p u p il b e h a v io r i n c l a s s changed i n r e l a t i o n to s t a t e d b e h a v io r a l o b je c tiv e s as shown by: .te a c h e r o b s e r v a tio n .e v a lu a tio n d e v ic e s N ext Time I T each T h is U n it . . . A c t i v i t i e s to be u sed i n th e same way n e x t tim e . M a te r ia ls to be used i n th e same way n e x t tim e . A c t i v i t i e s to be im proved b e fo re u s in g them n e x t tim e . M a te r ia ls to be used i n a d i f f e r e n t way n e x t tim e . A c t i v i t i e s to be e lim in a te d and why. M a te r ia ls to be e lim in a te d and s u b s t i t u t i o n s made. O th e r p o s s i b le a c t i v i t i e s to be c o n s id e r e d . O th e r p o s s i b le m a te r ia ls to b e c o n s id e r e d . APPENDIX I CLASSROOM TESTING APPENDIX I CLASSROOM TESTING (S u g g e ste d r e f e r e n c e s : ( l ) B e tte r C lassroom T e s tin g by P ra n k Gorow; and (2 ) M easurem ent and E v a lu a tio n in" P sy chology and Edu c a tio n by R o b ert T h o rn d ik e and E liz a b e th Hagen; P u rp o s e : 1 . D ia g n o s is (g u id e f o r p la n n in g needed i n s t r u c t i o n ) . 2 . M astery (ch ec k on minimum l e a r n i n g s ) . 3 . P r a c tic e ( te a c h th e t e s t form , th e n a d m in is te r th e t e s t f o r a s c e r t a i n i n g m a stery o f c o n te n t) . C o n s id e ra tio n s i n T e s t C o n s tru c tio n : 1 . V a lid ity ( t e s t m easu res w hat i t in te n d s to m e a s u re ). a . T e s t ite m s a re ch o sen to c o v e r th e o b je c tiv e s l i s t e d and c o n te n t co v ered i n c l a s s . b . T e s t c o n te n t i s b a lan ce d to c o v e r t r i v i a vs m ajor a re a s o f le a r n in g . . I s o n ly one a r e a o f th e c o g n itiv e a n d /o r a f f e c t i v e dom ains to be te s te d ? .A re a l l a re a s o f th e c o g n itiv e a n d /o r a f f e c t i v e dom ains to be te s te d ? .Has p u p il p erfo rm an ce l e v e l o f s k i l l s b een c o n s id e re d , i e , l e v e l o f re a d in g v o c a b u la ry on th e w r i t t e n t e s t i s m atched to known p u p il p erfo rm an ce i n s o f a r as p o s s ib le ? 2 . R e l i a b i l i t y ( t e s t g iv e s c o n s is te n t r e s u l t s w ith re p e a te d t e s t i n g ) a . A m biguity i s av o id ed i n s t a t i n g d i r e c t i o n s and w r itin g t e s t ite m s so t h a t p u p ils g u e s s in g w hat i s w anted i s m in im ized . 14? 144 b . T e a t i s c o n s tru c te d t o g iv e a s u f f i c i e n t ran g e o f d i f f i c u l t y among t e s t ite m s ( th e p u rp o se o f th e t e s t d i c t a t e s th e l e v e l o f d i f f i c u l t y ) . c . A s u f f i c i e n t number o f sam ple ite m s i s in c lu d e d i n th e t e s t i n o rd e r to allo w an a d e q u a te b a s is f o r ju d g in g p u p i l s ' know ledge, u n d e rs ta n d in g , and a p p l ic a tio n o f m a te r ia l b e in g t e s t e d . d . S t a t i s t i c a l m easures o f r e l i a b i l i t y can be ob ta in e d b y : .C om paring th e s c o r e s from r e p e a te d t e s t i n g o f th e same p u p ils .D e te rm in in g th e d e g re e o f r e l a t i o n s h i p b etw een p u p il s c o r e s on th e odd-numbered, and even-num bered ite m s o f a t e s t . e . C o n siste n c y i n s c o r in g i s c r i t i c a l . .P re p a r e a l e g i b l e key g iv in g a l l a c c e p ta b le an sw ers f o r each t e s t item i n advance o f a d m in is te r in g th e t e s t . 3 . E f f ic ie n c y (m ost m easurem ent i n th e l e a s t amount o f tim e t h a t w i l l be e f f e c t i v e f o r th e t o t a l te a c h in g - le a r n in g d e s ir e d ) a . Time r e q u ir e d to resp o n d to a s i n g l e t e s t ite m depends upon: .Amount o f re a d in g .E x te n t to w hich th o u g h t i s r e q u ir e d .L e n g th o f re s p o n s e (ra n g e s fro m c i r c l i n g o r w r itin g a s i n g l e symbol o r l e t t e r to an e s s a y ) b . P u p il p erfo rm a n ce l e v e l on th e t e s t can be a s c e r ta in e d i n p a r t by h a v in g s e v e r a l p u p il s resp o n d to a random sam ple o f t e s t ite m s p r i o r to g iv in g th e t e s t to th e e n t i r e g ro u p . c . What a t e s t m easures and how w e ll i t m easures d e te rm in e s o r l i m i t s i t s u s e f u l n e s s . I t i s b o th i m p r a c tic a l and im p o s s ib le to m easu re a l l p o s s i b l e le a r n in g outcom es w ith a s in g le t e s t o r a s e r i e s o f t e s t s . 145 .S e le c t random ite m s from each o f th e l e v e ls o f th e taxonomy to in c lu d e i n one t e s t o r fo cu s on o n e: . s t r u c t u r e o f know ledge i n E n g lis h ( l i t e r a t u r e , c o m p o sitio n , la n g u a g e ) . s k i l l s (re a d in g , w r i tin g , gram m ar, s p e l l i n g , o r a l w ork, r e f e r e n c e w ork) .E ach t e s t ite m m ust s e p a r a te th o s e who know from th o s e who do n o t know, th o s e who com preh en d from th o s e who do n o t u n d e rs ta n d . .T e s t ite m s m ust be so c o n s tru c te d t h a t c o r r e c t answ ers c a n n o t be o b ta in e d from c lu e s o r chance a l o n e . d . I n d iv id u a l t e s t ite m s — q u e s tio n s and answ ers in c lu d in g th e keyed o n e s— can be k e p t i n a f i l e , each ite m on a s e p a r a te c a rd . .A rrangem ent w ith in th e f i l e can be on th e b a s is o f : . s t r u c t u r e o f know ledge i n E n g lis h ( l i t e r a t u r e , c o m p o sitio n , la n g u a g e ) . s k i l l s ( re a d in g , w r i tin g , gram m ar, s p e l l i n g , o r a l w ork, .re fe re n c e w ork) .p u p il p erfo rm an ce l e v e l .th e m a tic u n i t s e . R andom izing th e o rd e r o f c o r r e c t answ ers i s one way to av o id an a p p a re n t p a t t e r n o f answ ers on th e answ er p a g e . f . A ppearance o f th e t e s t i s im p o r ta n t. .D ir e c tio n s , t e s t s e c t i o n s , and. in d iv i d u a l t e s t ite m s should, be in d ic a te d by sp a c e s as w e ll as by m a rg in s . T e s t C o n te n t: 1 . A l o g i c a l o r d e r o f t e s t ite m s would fo llo w th e seq u en ce su g g e ste d by th e o u t l i n e o f th e c o u rse c o n te n t, as f o llo w in g th e seq u en ce su g g e ste d by B lo o m 's taxonom y. 2 . C o n s tru c t t e s t ite m s t h a t i n s o f a r as p o s s ib le m easure th e ach iev em en t o f a b e h a v io r a l o b j e c t i v e . (se e a tta c h e d s h e e ts ) 146 5 . A n a ly s is o f t e s t c o n te n t W eight o f answ er M ajor T e s t on T o p ics to In c lu d e I d e a Item T o ta l T e s t S core C o g n itiv e .know ledge . com p reh en sio n .a p p l ic a ti o n .a n a l y s i s .s y n th e s is .e v a lu a t io n A f f e c tiv e .r e c e iv in g .re s p o n d in g .v a lu in g .o r g a n iz a tio n . c h a r a c t e r i z a t i o n 4 . Number o f ite m s to in c lu d e i n a t e s t depends upon th e tim e re q u ire m e n t and co m p lex ity o f i t e m s . a . F o r exam ple, i f th e r e i s 50 m in u tes o f t e s t i n g tim e : .100 s h o r t , o b je c tiv e ite m s OR •50 s h o r t re s p o n s e s OR .3 e ssa y q u e s tio n s OR .a b a la n c e o f 20 sim p le o b j e c t i v e , 10 s h o r t re s p o n s e s , 1 e ssa y b . The te a c h e r co u ld tim e h im s e lf as he ta k e s h is own t e s t and. m u l t i p l i e s t h i s tim e by 4 as one means o f e s tim a tin g p u p il t e s t i n g tim e . T e s t Form : 1 . O b je c tiv e a . R e c o g n itio n .M atching h as t h r e e p a r t s - - d i r e c t i o n s , a l i s t o f ite m s o r numbered ite m s , and a l i s t o f c h o ic e s o r l e t t e r e d ite m s (w o rd s, p h r a s e s , 147 o r n u m b e rs). The l i s t o f c h o ic e s may in c lu d e s e v e r a l w hich a r e used more th a n o n ce; i t sh o u ld in c lu d e s e v e r a l w hich a re n o t used a t a l l . The two l i s t s m ust n e v e r be th e same le n g th so t h a t th e l a s t c h o ic e r e p r e s e n ts e lim in a tio n r a t h e r th a n know ledge. Be s u re t h a t each m atch in g s e t i s homogeneous (two s h o r t hom ogeneous s e t s a r e p r e f e r a b l e to a lo n g s e t ) . .M u ltip le -c h o ic e ite m s c o n s is t o f a stem — a q u e s tio n o r in c o m p le te s ta te m e n t— fo llo w e d by s e v e r a l c h o ic e s o f answ ers o r c o m p le tio n s , o n ly one o f w hich i s c o r r e c t . Be s u r e to u se p a r a l l e l c o n s tr u c tio n s f o r th e c h o ic e s o f a n s w e rs . .The E liz a b e th a n e r a was p r im a r ily an age o f a) a c tio n b ) re a s o n c) in v e n tio n d ) re fin e m e n t .T r u e - f a l s e ite m s p ro b a b ly have more p o p u la r ity th a n m e r it, as th e y te n d to g iv e i n c o n s i s t e n t r e s u l t s b e c a u se o f th e f i f t y - p e r c e n t chance o r g u e s s in g f a c t o r . b . R e c a ll .C o m p letio n o r f i l l - i n ( s i n g l e w ord, sym bol, o r num ber) and s h o r t- a n s w e r . S in ce p u p ils read from l e f t to r i g h t i n o u r c u l t u r e , th e b la n k sp a c e sh o u ld alw ays be p la c e d a t , o r n e a r, th e end o f th e s ta te m e n t, a s : .Columbus d is c o v e re d A m erica i n th e y e a r _______ . .The name o f th e a u th o r o f The S ource i s _______ . ( I f you w ant a name, say so b e c a u se t h i s b la n k a t th e end o f th e s ta te m e n t could, be com pleted w ith an a d je c t iv e o r w ith a n o u n .) c . A v o id : .Q u e s tio n s n o t c l e a r l y s t a t e d a s : When d id Columbus d is c o v e r A m erica? (y e a r o r e x a c t d a te ? ) What a re th e f u n c tio n s o f th e e c ta f lo o s ? (how many and w hat k in d does i t ta k e f o r a c o r r e c t answ er?) 148 .H a l f - t r u t h s and s u p e r f i c i a l know ledge In w hat d i r e c t i o n d o es th e e a r t h move? (a m b ig u o u s --th e e a r t h has two m o tio n s, re v o l u t i o n and r o t a t i o n ) Where d o es th e m a jo rity o f th e w o r ld 's p e o p le l i v e ? ( c i t i e s o r c o n tin e n t, o r te m p e r a te zo n e, o r p la in s ? ) 2 . A p p lic a tio n a . C o n s is ts o f a n o v el s i t u a t i o n shown o r d e s c r ib e d and. a p roblem to be so lv e d o r a s e r i e s o f q u e s ti o n s to be an sw e re d . Be s u re to in c lu d e c l e a r l y w r i t t e n d i r e c t i o n s . j5. E ssay q u e s tio n s a r e used to o f r e q u e n tly f o r th e wrong p u rp o se s and to o seldom u sed f o r p u rp o se s to w hich th e y a r e u n iq u e ly s u i t e d ; th e y a re i d e a l f o r m easu re ment o f a p p l i c a t i o n , a n a l y s i s , s y n th e s is , and e v a lu a tio n i n th e c o g n itiv e dom ain, and, f o r v a lu in g , ) o r g a n iz a tio n , and c h a r a c t e r i z a t i o n i n th e e f f e c t i v e dom ain. a . The e ssa y q u e s tio n s i s so c l e a r l y s t a t e d t h a t p u p ils have no d i f f i c u l t y i n d e te rm in in g w hat i s r e q u i r e d . b . I t i s s u f f i c i e n t l y lim ite d so t h a t p u p ils ca n d e m o n stra te t h e i r a b i l i t i e s i n a re a s o n a b le le n g th o f tim e . c . I t r e q u ir e s o r i g i n a l i t y o f th o u g h t, o f o r g a n i z a tio n , and o f e x p r e s s io n . d . I t c h a lle n g e s th e p u p il w ith an i n t e r e s t i n g and w o rth w h ile p ro b lem . e . D epth o f u n d e rs ta n d in g r a t h e r th a n b re a d th o f know ledge i s to be m easured. f . Exam ple: H is to r ia n s have d e b a te d f o r y e a rs ab o u t th e War B etw een th e S t a t e s —w h e th e r o r n o t i t was an i r r e p r e s s i b l e c o n f l i c t . L e t 's assum e t h a t th e w ar had b een avoided ( c o n tr a r y to th e f a c t s , o f c o u r s e ) . .How may th e c o u rse o f h is t o r y have b een changed? 1 49 •C o n sid er th e econom ic f a c t o r s , th e developm ent o f th e W est, and r e l a t i o n s w ith th e n a tio n s o f Europe,, as w e ll as th e s la v e r y i s s u e . g . S c o rin g on e s s a y t e s t s : •C o n siste n c y i n s c o rin g depends upon a c l e a r l y d e fin e d p ro b lem . •A te a c h e r-m a d e o u tl i n e o f a l l p o s s i b le p o i n t s t h a t c o u ld r e c e iv e c r e d i t sh o u ld be made p r i o r to a d m in is te r in g th e t e s t (a llo w f o r th e c r e a t i v e p u p il who m ight j u s t have a n o th e r e q u a lly a c c e p ta b le id e a th e te a c h e r had n o t c o n s id e r e d ) . •The s c o r in g key sh o u ld r e f l e c t m easurem ent o f d e p th o f u n d e rs ta n d in g and th e r e f o r e sh o u ld p ro v id e f o r a w ide ra n g e o f d i f f e r en ces i n answ ers to any one s i n g l e essay q u e s tio n . .a s c a l e o f n in e (9 ) a llo w s f o r a v a lu e s c a l e ra n g in g from s u p e r l a ti v e th ro u g h a v e ra g e to v ery u n s a t i s f a c t o r y , th u s any answ er r e c e iv e s some c r e d i t and y e t d is c r im in a te s among d e g re e s o f p e rfo rm a n c e . . "c o v e r" names o f p u p ils b e f o r e s t a r t i n g to m ark th e p a p e rs , th u s g u a rd in g a g a in s t a s s o c ia tin g an answ er and i t s w r i t e r , .c o m p le te th e re a d in g and s c o rin g o f a l l answ ers to th e f i r s t q u e s tio n b e fo re re a d in g any answ ers to o th e r q u e s tio n s . . i f rem arks a re w r i t t e n on p a p e rs , en c o u ra g in g comments a re more l i k e l y to prom ote im provem ent th a n u n fa v o ra b le c r i t i c i s m s . I f you m ust i n d i c a t e an a r e a t h a t n eed s to be im proved, in d i c a t e a n o th e r s e c tio n t h a t showed c a p a b i l i t y . .tw o s c o r e s , one f o r id e a s i n th e c o n te n t and a n o th e r f o r s k i l l i n c o m p o sitio n , may be more r e l i a b l e as w e ll as more v a lid , f o r ea c h e ssa y t e s t . T h is may even en c o u ra g e th e p u p il who i s n o t so s k i l l e d i n w r i t i n g to im prove b e c a u se h is id e a s have re c e iv e d r e c o g n itio n ; c o n v e rs e ly , th e h ig h ly v e r b a l p u p il who w orks w ith a b s tr a c ti o n s o n ly s u p e r f i c i a l l y can be en co u rag ed to th in k more i n d e p th . 150 A p p ra ise th e T e a t f o r N ext Tlm ei 1 . How d i f f i c u l t i s th .e _ te s t (ra n g e o f p u p il s c o re s i n r e l a t i o n t o ran g e o f in d ic a te d , a b i l i t y and p erfo rm a n ce le v e l o f p u p ils ) ? 2 . To w hat e x te n t w ere d if f e r e n c e s i n p u p il p erfo rm a n ce re v e a le d by th e s p re a d o f s c o re s ? 5 . How d i f f i c u l t was each t e s t ite m (how many p u p ils m issed each t e s t ite m ? ) 4 . The a v e ra g e o f a p u p i l 's s c o re on a s e r i e s o f s u c c e s s iv e sam ples o f e q u iv a le n t ta s k s would be a more r e l i a b l e m easure o f h i s p erfo rm an ce th a n would be th e s c o re on any one t e s t . 5 . The d is c r im in a tin g pow er o f e a c h t e s t ite m i s d e t e r mined by com paring th e number o f e r r o r s ( o r r i g h t an sw ers) made by th e h ig h s c o r in g p u p ils w ith th e number made by low s c o r in g p u p i l s . 151 Behavioral Objectives Sample Test Items C O G N IT IV E D O M A IN Knowledge .to define . . .to identify . .to inquire . .to recall . . .to recognize The theme of the "Cask of Amontillado" is A . m an against nature B. sibling rivalry C . Revenge with impunity D. poverty Comprehension "Milton, thou shouldst be living at this hour: England hath need of thee; she is a fen of .to classify . . . stagnant waters." — Wordsworth .to extrapolate . . . .to translate, as simile, metaphor The metaphor, "she is a fen of stagnant waters," Indicates that Wordsworth fe lt that England was A . largely sw am py land B. In a state of turmoil and unrest C. making no progress D. In a generally corrupt condition Application Hole play the w ay a main character handled a situation in a story, as T o m Sawyer taking .to acquire . . . Aunt Polly's medicine in "The Cat and the Pain .to develop . . . K iller." .to predict probable effects . . . .to use abstractions . . . Analysis Organize a debate on a topic of interest to teenagers, as "Resolved: Voting Age in .to analyze elements, relationship, California Shall be 18," or present a section organization ... of a debate on tape or in writing so that .to clarify communication . . . pupils can identify the rationale pro and con. .to compare •to contrast .to recognize assumptions ... 1 5 2 Behavioral Objectives Synthesis ,to derive a set of abstract relations . . . .to organize a plan , . . .to produce unique communication . . . .to relate . . . .to use . . . Sample Test Items Write a short poem as haiku, limerick, acrostic, cuplet, on the thematic unit O R Write a newspaper story about student bogy elections for the f irs t column of the front page and for the editorial page. Evaluation Present a poem as Whitman's, "Oh, Captain, M y Captain"; ask the pupils to describe and .to check pupil growth in . . . evaluate the form and content of this poem in .to indicate logical fallacies . . . a short essay. .to interpret . . . .to judge quality and quantity, especially in relation to works of recognized excellence . . . A F F E C T IV E D O M A IN Receiving Matching: 1. In The Inferno by Dante .to be aware of, especially the learning 2. In D on Quixote by Cervantes set . . . 3. In Faust by Goethe .to be alert to human values and judgment, le, as recorded in literature . . . .to give attention to . . . A . the hero is accompanied by the oevil B. the hero is accompanied by a poet .to take into account . . . C . the hero is accompanied by his father .to be willing to receive, ie, as to D . the hero is accompanied by a servant listen . . . E. the hero is accompanied by an ambitious w om an Responding 0 ,to accept responsibility . .to comply with , . . .to volunteer . . . K eep a chart recording specific pupil behaviors as voluntarily checking out library books, turning in class assignments on time, indicating eagerness to participate in class activities. ¥ Behavioral Objectives Sample Test Items Valuing .to desire to develop ability to speak and to write effectively , . . ,to determine that a phenomenon or behavior has worth . . . •to form an opinion about . . . .to participate in arranging a display of . . . Organization .to determine interrelationships am ong values, as in a system . . . •to identify concepts . . , .to weigh alternatives . . . Oharacterlzation .to act consistently in terms of a value system . . . .to revise judgment and to change behavior in light of evidence . . . .to show empathy . . . 1. Sentence-completlon type book reviews: .Call of the W ild m ade m e feel _______ .if X were to write a book review of Oliver Twist, I would __________________ 2. Assign each pupil to write a le tte r to the principal suggesting ways to help n ew pupils becom e an active m em ber of the student body; be sure to include before and after school activities as well as class and out-of-class programs. 1. List in outline form reasons w hy you and your family are living in Los Angeled. 2. N a m e a place you would like to live when you are 20 years old and lis t in outline form reasons w h y you would like to live there. Multiple Choice: Pour teenagers were going to the beach, but i t rained the day they had planned to go. O ne suggested their having a hamburger at a restau rant and then going to a movie. Too late, he realized that a second m em ber of their group w h o m he did not know too well did not have enough m oney for this. A s the person making the suggestion, what would you do? A . pay for the group B. lend the person m oney C . vote on the proposed plan D . have the person lacking funds suggest an activity E. apologize APPENDIX J CALENDAR OP PRESENTATION FOR THE EXPERIMENTAL GROUP IN-SERVICE TRAINING APPENDIX J IN-SERVICE TRAINING FOR THE EXPERIMENTAL GROUP Em phasis was on im p lem en tin g th e new C a lif o r n i a S ta te D epartm ent o f E d u c a tio n c u rric u lu m i n E n g lis h i n t h i s j u n i o r h ig h s c h o o l. The c u rric u lu m com ponents r e la te d to th e s t r u c t u r e o f know ledge i n E n g lis h a re la n g u a g e , c o m p o sitio n , and l i t e r a t u r e , w h ile th e r e a re s ix a r e a s o f s k i l l d ev elo p m en t— r e a d in g , w r i tin g , o r a l work s p e l l i n g , grammar, and. stu d y s k i l l s . Each te a c h e r who a tte n d e d th e w orkshop c o n s tru c te d an i n s t r u c t i o n a l p ackage ( f o r fo rm , se e A ppendix G) on a th e m a tic u n it l i s t e d by th e D i s t r i c t f o r u se i n ju n io r h ig h s c h o o lj only D i s t r i c t approved i n s t r u c t i o n a l m a te r ia ls w ere u s e d . T hus, each package d ev elo p ed r e l a t e d to a g ra d e le v e l i n E n g lis h t h a t th e p a r t i c i p a n t co u ld be a s s ig n e d to te a c h . Each o f th e e i g h t weeks o f th e i n - s e r v i c e t r a i n i n g s e s s io n s , th e r e w ere th r e e q u e s tio n s asked f o r ea c h s te p in d e v e lo p in g th e p a c k a g e s : .why do we do t h i s ? .how do we do t h i s ? .w hat means do we u se to check t h i s ? 155 156 SCHEDULE OP PRESENTATION ACCORDING TO BLOOMf S TAXONOM Y Week One— Knowledge .O verview o f th e i n - s e r v i c e D r. H e le n Lodge,, member o f th e co m m ittee who d e s ig n e d th e Fram ew ork, p r e s e n te d th e in f o r m a tio n ab o u t th e com p o n e n ts and th e s k i l l d ev e lo p m e n t. The i n v e s t i g a t o r p r e s e n te d in f o r m a tio n ab o u t th e S tr u c tu r e o f I n t e l l e c t and th e 26 C o r r e la te s o f C re a t i v e B e h a v io r. Week Two— C om prehension .O u tlin e f o r c o n s tr u c tin g th e i n s t r u c t i o n a l p a c k a g e s u s in g th e D i s t r i c t th e m a tic u n i t s , th e Fram ew ork, c r e a t i v e b e h a v io r, b e h a v io r a l o b je c ti v e s and th e t h e o r e t i c a l m odel o f th e c u rric u lu m . Week T h re e — A p p lic a tio n .A d o le s c e n t d e v e lo p m e n ta l p sy ch o lo g y . I n s t r u c t i o n a l m a te r ia l s a v a il a b l e and approved by th e D i s t r i c t f o r p u p ils and te a c h e r s Week F o u r— A n a ly s is •Dynamics o f b e h a v io r i n th e c la ssro o m .Team ap p ro ac h to te a c h in g E n g lis h — e s p e c i a l l y th e r o l e o f th e c o u n s e lo r , t h e a d m i n i s t r a to r s , th e m e d ic a l team I n th e s c h o o l, and o t h e r te a c h in g p e r s o n n e l as th e l i b r a r i a n and. sp e e ch s p e c i a l i s t . Week F iv e — A n a ly s is .M r. Jo h n Samson, Ain'., V is u a l s e c t i o n o f th e D i s t r i c t , s t r u c t u r i n g th e c la sL -om en v iro n m en t .L e a rn in g t h e o r i e s r e l c ed to te a c h in g E n g lis h Week S ix — S y n th e s is .T e a c h in g th e s t r u c t u r e o f know ledge i n E n g lis h i n j u n i o r h ig h s c h o o l, c r e a t i v e b e h a v io r , and s k i l l d ev elo p m en t th ro u g h th e u se o f th e i n s t r u c t i o n a l p a c k a g e s . .R eview o f th e i n s t r u c t i o n a l p ac k ag e s as th e y h av e b e e n d ev e lo p ed a t t h i s p o i n t . Week S even— S y n th e s is .C lassro o m t e s t i n g b u l l e t i n .S am ples o f p u p il w ork i n E n g lis h , show ing b e h a v io r a l o b j e c t i v e s , th e p u p i l p r o d u c t, and a s se ss m e n t o f t h e p ro d u c t i n te rm s o f th e o b je c ti v e Week E ig h t— E v a lu a tio n .P r e s e n t a t i o n o f th e com pleted I n s t r u c t i o n a l p ac k a g e s .C o m p le tio n o f p ro c e d u re s r e q u ir e d by th e D i s t r i c t APPENDIX K THEORETICAL M ODEL FOR H U M A N LANGUAGE ACQUISITION APPENDIX K THEORETICAL M O D EL OP H U M A N LAN GUAG E ACQUISITION D ir e c t io n a li ty Sequence e x te r n a l to i n t e r n a l s tim u li re c e p tiv e to e x p re s s iv e s k i l l s o r a l to w r i tte n symbol use 1 .0 A tte n d in g ( a t t e n t i o n a l r e p e r to ir e ) 2 .0 V ocal resp o n se (phoneme) 3 .0 M eaningful sound u n it (morpheme-word) 4 .0 Word a s s o c ia tio n (sy n ta x -p sy c h o - s t r u c t u r a l l i n g u i s t i c s ) 5 .0 Meaning a s s o c ia tio n (co n cep t - g e n e ra l se m a n tic s) 6 .0 Communication (human in t e r a c t i o n ) M ildred A lic e M urry, 1969 H ui 00 APPENDIX L HIERARCHY OP H U M A N RELATIONSHIP APPENDIX L HIERARCHY OP H U M A N RELATIONS Sequence ________D ir e c t io n a li ty Q u a n tif ic a tio n O b je c tiv e A ttr a c tio n One-way Two-way I n d iv id u a l Group P erso n Id e a M a te ria l I n f a tu a ti o n Compassion R esp ect A cceptance Commitment • l6i The f i r s t t h r e e o f th e above s t e p s ca n be q u i t e s u p e r f i c i a l , and th e s e do n o t need to be more th a n a o n e way r e l a t i o n s h i p , a lth o u g h th e y may be tw o-w ay. The f o u r t h s t e p , r e s p e c t , i s b u i l t on know ledge ab o u t th e p e r s o n , id e a , o r m a t e r i a l , and th u s in v o lv e s b o th c o g n itiv e and a f f e c t i v e re s p o n s e w h ich te n d s to be a two-way r e l a t i o n s h i p , a lth o u g h i t c a n be one-w ay . The f i f t h , a c c e p t a n c e , i s q u i t e d i f f e r e n t i n t h a t th e p e r s o n fo rm in g th e r e l a t i o n s h i p d o es so w ith th e u n d e r s ta n d in g o f th e w ea k n esse s o f th e p e r s o n , i d e a , o r m a t e r i a l w h ile a c k n o w led g in g th e s t r e n g t h s . The s i x t h s t e p , com m itm ent, i s th e m ost d i f f i c u l t to a t t a i n , b u t once t h i s s te p i s ta k e n , th e p e r s o n i s u n a b le t o r e j e c t th e r e l a t i o n s h i p a t th e 1 0 0 # l e v e l . APPENDIX M SERENDIPITY--AN APPENDAGE OP THIS STUDY APPENDIX M SERENDIPITY — AN APPENDAGE TO THIS STUDY "The m ost a p p r o p r ia te s in g l e m ethod o f i d e n t i f i c a t i o n o f c r e a t i v e s tu d e n ts a p p e a rs to be th e w ork sam p le m ethod ( M e tf e s s e l, 19^7 > P- 6 4 6 ) ." T h is te c h n iq u e was one among s e v e r a l u se d by T ay l'o r w ith s c i e n t i s t s a t t h e U n iv e r s ity o f U tah and by M acKinnon w ith a r c h i t e c t s a t t h e U n iv e r s ity o f C a l i f o r n i a i n s tu d y in g c r e a t i v e b e h a v io r o f a d u lts a s w e l l . T h e re have b ee n w ork sa m p les o f p u p ils and p r o f e s s i o n a l s a s s o c ia te d w ith t h i s s tu d y t h a t have r e c e iv e d r e c o g n i t i o n i n th e s c h o o l, th e D i s t r i c t , th e com m unity, and. th e n a t i o n . A c r e a t i v e m agazine h a v in g sam p les o f p u p il w ork f o r th e y e a r w as p u b lis h e d J u n e , 1968, and t h i s r e c e iv e d D i s t r i c t r e c o g n i t i o n . A Los A ngeles Tim es C o lu m n ist r e c e iv e d l e t t e r s from some o f th e p u p ils i n t h e e x p e rim e n ta l g ro u p on a t o p i c r e l a t e d to th e th e m a tic u n i t i n th e i n s t r u c t i o n a l p ac k ag e b e in g ta u g h t a t t h e tim e . H is c o rre s p o n d e n c e w ith them r e s u l t e d i n a f u l l colum n i n one is s u e o f th e p a p e r, D ecem ber, 19^7* A p u p i l o f one o f th e te a c h e r s who to o k th e i n - s e r v i c e t r a i n i n g b u t who was n o t s e l e c t e d as one o f th e e x p e r i m e n ta l g ro u p te a c h e r s r e c e iv e d a t h i r d p la c e i n th e n a t i o n 165 164 i n th e S c h o la s tic w r i t i n g c o n t e s t s h o r t s to r y d i v i s i o n f o r j u n i o r h ig h s c h o o ls . One o f th e e x p e rim e n ta l g ro u p te a c h e r s and th e head c o u n s e lo r com piled a m anual h a v in g s p e c i f i c le s s o n p la n s f o r im p ro v in g E n g lis h s k i l l d e v e lo p m e n t. The p r e t e s t C a lif o r n i a A chievem ent T e s t R eading and Language s c o re s w ere th e b a s i s f o r s e l e c t i n g th e s e le s s o n s to be dev elo p ed .. T h is m anual was a v a ila b le to a l l te a c h e r s o f E n g lis h i n t h i s s c h o o l. D uring th e tim e th e i n v e s t i g a t o r was a s s ig n e d to t h i s sc h o o l as an E n g lis h te a c h e r she re c e iv e d a 1965 Freedom F o u n d a tio n s V a lle y F o rg e award f o r c r e a ti v e c la ssro o m te a c h in g , and two o f h e r p u p ils d u rin g th e e a r ly 1 9 6 0 's a ls o won n a t io n a l aw ards i n th e S c h o la s tic w r i t i n g c o n te s t. I f th e w ork sam ple i s an e f f i c i e n t , e f f e c t i v e , and eco n o m ical m ethod f o r i d e n t i f y i n g c r e a t i v e t a l e n t , th e n th e r e h as b e e n a n o th e r te c h n iq u e used i n a d d i tio n to th e s c o re s on th e Group T e s t o f C r e a tiv i ty f o r d e te rm in in g d e g re e s o f c r e a t i v e b e h a v io r a t t h i s ju n io r h ig h s c h o o l d u rin g th e tim e t h a t t h i s stu d y was co n d u c ted t h e r e .
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Creator
Murry, Mildred Alice Lloyd
(author)
Core Title
Dynamics Of Creative Behavior Applied To The Classroom
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Doctor of Education
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Education
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University of Southern California
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education, educational psychology,OAI-PMH Harvest
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English
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Peter, Laurence J. (
committee chair
), Georgiades, William (
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education, educational psychology