ABSTRACT
In some senses the title of this chapter is misleading. We would argue that all of the scripts in this book encourage personal creativity, be it in the interior world of the imagination or in the reflecting, talking, writing or drawing that may follow the activity. Whether or not the split-brain hypothesis is an accurate portrayal of the underlying physiology, fantasy does appear to liberate creative processes within the individual. We hope that teachers using this book and trying out fantasy in the classroom will discover for themselves reserves of creativity that may previously have been neglected.
