Arts Education for Gifted Learners
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Titles in the series (21)
Developing Mentorship Programs for Gifted Students Rating: 0 out of 5 stars0 ratingsThe Challenges of Educating the Gifted in Rural Areas Rating: 5 out of 5 stars5/5Assessment in the Classroom Rating: 5 out of 5 stars5/5Motivating Gifted Students Rating: 0 out of 5 stars0 ratingsGifted Adolescents: The Practical Strategies Series in Gifted Education Rating: 0 out of 5 stars0 ratingsEnrichment Opportunities for Gifted Learners Rating: 0 out of 5 stars0 ratingsDeveloping Leadership Potential in Gifted Students: The Practical Strategies Series in Gifted Education Rating: 0 out of 5 stars0 ratingsWorking with Gifted English Language Learners Rating: 1 out of 5 stars1/5Successful Strategies for Twice-Exceptional Students Rating: 5 out of 5 stars5/5When Gifted Students Underachieve Rating: 0 out of 5 stars0 ratingsCurriculum Compacting: An Easy Start to Differentiating for High Potential Students Rating: 5 out of 5 stars5/5Teaching Culturally Diverse Gifted Students Rating: 0 out of 5 stars0 ratingsFostering Creativity in Gifted Students Rating: 0 out of 5 stars0 ratingsSocial and Emotional Teaching Strategies Rating: 0 out of 5 stars0 ratingsA Menu of Options for Grouping Gifted Students Rating: 0 out of 5 stars0 ratingsInventions and Inventing for Gifted Students Rating: 0 out of 5 stars0 ratingsChallenging Highly Gifted Learners Rating: 0 out of 5 stars0 ratingsEarly Childhood Gifted Education Rating: 0 out of 5 stars0 ratingsArts Education for Gifted Learners Rating: 0 out of 5 stars0 ratingsAdvanced Placement Programs and Gifted Students Rating: 0 out of 5 stars0 ratingsAdvocacy for Gifted Children Rating: 5 out of 5 stars5/5
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Arts Education for Gifted Learners - Jesse Cukierkorn
Author
Series Preface
The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by an individual with authority on the issue. Several guides have been published. Among the titles are:
Acceleration Strategies for Teaching Gifted Learners
Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students
Enrichment Opportunities for Gifted Learners
Independent Study for Gifted Learners
Motivating Gifted Learners
Questioning Strategies for Teaching the Gifted
Social & Emotional Teaching Strategies
Using Media & Technology With Gifted Students
For a current listing of available guides within the series, please contact Prufrock Press at (800) 998-2208 or visit http://www.prufrock.com.
Introduction
How is talent defined in a young artist? What is the role of art education in gifted education? How much value is placed on the arts in school and at home? These questions face many parents and educators, especially when a child shows a great affinity for making art, music, or dance and is interested in improving his or her abilities in these areas. Current beliefs and values about art and art education guide parents and teachers as they nurture a child who is talented in the visual or performing arts. Confidence in art, as a critical and complex experience, is the first step in supporting the artistically talented student. Over time, there are several different ways in which teachers and parents can follow through, maintain, and support an artistically talented child.
The general goals of this volume are to increase awareness of artistic expression, reveal the characteristics of artistically talented students, describe program options, and share an approach for supporting the affective needs of these students. Compared to other countries, the United States has very little support for the arts in education and in society. Rare gifts and talents often are untapped and untaught, with just a portion of the population with artistic talent being served. Furthermore, there still is much to be learned in terms of understanding these students’ abilities and needs. Talented individuals have the potential to make terrific contributions to the art and culture of society. Practical strategies and resources are needed to foster artistic expression and to ensure that artists can excel in their respective fields.
Profiles of Artistically Talented Students
Many children enjoy participating in the arts and excel in these activities. However, it is very difficult for educators and parents to gauge achievement in the arts unlike achievements in academic and intellectual pursuits. While the twofold term gifted and talented
often is used in education and in the Javits Act (1988), many states distinguish giftedness from talent in their regulations for serving youth by defining separate categories for intellectually gifted and artistically talented. Gagné (2003) distinguished giftedness from talent more clearly. In his model, giftedness means the possession and use of untrained and spontaneously expressed natural abilities (called aptitudes or gifts) in at least one domain to a degree that places a child among the top 10% of his or her age peers. In contrast, talent designates the superior mastery of systematically developed abilities or skills and knowledge in at least one area of endeavor to a degree that places the child among the top 10% of his or her age peers who are active in that field (Gagné, 2003). The following section provides profiles of four young artists, all of whom attend programs with extensive admission criteria and who have demonstrated advanced achievement by winning top awards or scholarships within their school or program. From these profiles and others, it becomes evident that setting high expectations for achievement in the arts and making contact with other artists are powerful components of talent development.
Tobias—Musical Theatre (17 Years Old)
Tobias has stood out from his peers for his creative abilities in dancing and singing since he was in the second grade. In elementary school, he received encouragement from enthusiastic teachers who emphasized lessons in creative movement. Tobias admitted that, at first, he was not always serious about