This work presents the experimental examination of six different training activities to increase creativity. The study design consisted of a pretest ? intervention ? posttest scheme. In addition, a third measurement took place 3 weeks after the initial interventions, in order to examine long term changes in creativity. The sample consisted of 108 pupils aged 10 to 14. Three versions of creative tests were conducted in parallel, each containing three verbal and three figural-graphic creativity tasks. The analysis of the tests was carried out with respect to three different measures of creativity: fluency (the number of answers), flexibility (the diversity of answers) and originality (the statistic rareness of answers). In order to enhance verbal and figural-graphic creativity six interventions were created. Based on their content the interventions were combined into three trainings, which were labeled as active, verbal and passive groups. This work presents two newly developed active trainings, an ?arts workshop? and a ?games workshop?. In addition two verbal computer based trainings were composed of the ?creative writing workshop? and the ?knowledge workshop?. Finally passive interventions were performed. In one group ?positive affect? was induced, while the other group accomplished a ?relaxation exercise?. Statistical analysis showed a significant improvement of all three intervention types in creative achievement (fluency and flexibility) in a short term result as well as in the long term. Differentiating verbal and figural-graphic creativity, all three intervention groups showed a short term increase in creative performance, whereas the passive trainings were the only group to document a long term continuous augmentation in scored creativity. As results prove, all applied interventions showed an effective improvement of the creative achievement. All interventions are applicable to enhance the creativity of school children in an economic and practical way.