Example from the Hansard archive. Contains Parliamentary information licensed under the Open Parliament Licence v3.0
Creative children are often learning and thinking when they appear to be playing around, often in manipulative or exploratory activities.
Inspiring starting points are vital in any creative activity.
The sections on listening and performance in particular reinforce the creative cognitive engagement that occurs during those activities.
What is most important is to keep the creative spark alight.
In this view, eminently creative people employ cognitive processes that are radically different from those used by most individuals in everyday problem solving.
The energy helps in the creative side: yessss!
The resulting effects were to be treated as creative material that could be incorporated into one or more variations, and not as ends in themselves.
The creative composing teachers produce far more independent thinking from their students, even students of a generally lower academic ability.
A third, more challenging, prospect would be the creation of a new model of assessment of creative music making.
The concatenation of these conditions is present when children are engaged in effective creative problem solving, imaginative and stimulating activities.
Far from providing a genuine opportunity to be musically creative, this type of activity restricts the students to arriving at the correct answer.
Such creative productions seem unlikely if inflections were associated only with specific verbs.
There is greater tolerance for diversity in creative writing as license is given for literary purposes.
The creative intellectual ingredient to physical reproduction is entirely cost free.
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