Issues and Challenges in Education for Artistically Gifted Students

2020 ◽  
Vol 73 ◽  
pp. 1-24
Author(s):  
Joohee KANG
Keyword(s):  
Gifted Students ◽  
Artistically Gifted

Creative attitude and understanding of emotions by artistically-gifted students

2017 ◽  
Vol 15 (1) ◽  
pp. 59-78
Author(s):  
Małgorzata Kuśpit
Keyword(s):  
Empirical Research ◽  
Gifted Students ◽  
Emotion Understanding ◽  
Creative Behaviour ◽  
Artistically Gifted ◽  
The Relationship ◽  
Art Schools

Abstract The aim of the study was to determine the relationship between creative attitude and the understanding of emotions by artistically-gifted students. The study used the Creative Behaviour Questionnaire (KANH) by S. Popek and the Emotion Understanding Test (EUT) by A. Matczak and J. Piekarska. The empirical research was conducted in art schools in Poland. It included 271 people (girls and boys) of 15-18 years of age. Based on the results that were obtained it was concluded that there are dependencies between creative attitude and the understanding of emotions in the group of students in the study. The higher the level of the creative attitude and non-conformist and heuristic behaviors, the greater the ability the artistically-gifted students had to understand emotions.

FOSTERING ARTISTICALLY-GIFTED CHILDREN THROUGH CREATIVE ASSIGNMENTS IN THE PRACTICE OF AESTHETIC-EDUCATION SCHOOLS OF UKRAINE

10.12737/1343 ◽  
2013 ◽  
Vol 1 (4) ◽  
pp. 44-50
Author(s):  
Комаровская ◽  
Oksana Komarovskaya
Keyword(s):  
Gifted Students ◽  
Aesthetic Education ◽  
Gifted Children ◽  
Artistically Gifted ◽  
Artistic Images

The author presents the algorithm designed to use creative assignments at the lessons of music as a way of nurturing artistically gifted students of choreographic and drama schools and members of amateur troupes. Abil- ity to create original artistic images is considered as the core criterion of giftedness and thus determines the centripetal vector of assignments use.

scholarly journals Development of Artistic Giftedness in School Students with in the Framework of Russian Education (in the 1920–40s)

2019 ◽  
Vol 9 (1) ◽  
pp. 4032-4036
Keyword(s):  
Cultural Studies ◽  
Art Education ◽  
Visual Arts ◽  
Gifted Students ◽  
Creative Activity ◽  
School Students ◽  
Children’S Drawings ◽  
Soviet Education ◽  
Artistically Gifted ◽  
Russian Education

The article looks at the experience of identification and development of artistically gifted students in the framework of Soviet education in the 1920–1940s. The issue is examined in historical retrospective. The authors focus on the identification of children who are gifted in the sphere of visual arts. The research is based on the international collection of children’s drawings (1896–2017) at the FSBSI “Institute of Art Education and Cultural Studies of the Russian Academy of Education”. As a result of the research, the authors determined the preferable age for providing occupational guidance to children who are motivated for artistic creative activity. In addition, methods for identification of artistic giftedness have been suggested.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

How to Teach Gifted Students: Practical Advice

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (12) ◽  
Author(s):  
Russell Eisenman
Keyword(s):  
Gifted Students ◽  
Practical Advice
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