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.

Social Environment and Creativity

2011 ◽  
Vol 1 (2) ◽  
pp. 46-58
Author(s):  
Jiří Semrád ◽  
Milan Škrabal
Keyword(s):  
High School Students ◽  
Social Environment ◽  
Family Environment ◽  
Social Background ◽  
Family Influence ◽  
Creative Activity ◽  
School Students ◽  
Cultural Legacy ◽  
The Social ◽  
The Family

The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influences. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagers. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances—to capture their roots. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students’ creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.

A History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts

1991 ◽  
Vol 31 (1) ◽  
pp. 168
Author(s):  
Mary Ann Stankiewicz ◽  
Arthur D. Efland
Keyword(s):  
Art Education ◽  
Visual Arts ◽  
History Of Art ◽  
History Of

scholarly journals PELAKSANAAN PEMBELAJARAN SENI DRAMA SEJAK USIA DINI

Imaji ◽  
2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Sumaryadi
Keyword(s):  
Art Education ◽  
Visual Arts ◽  
Language Use ◽  
Human Life ◽  
Conflict Setting ◽  
Technical Staff ◽  
The Third ◽  
Space And Time ◽  
Art Performance

Regarding the implementation of art education in schools, it is seen that art performance education is put in the third position after visual arts and literature. Among other forms of art performance, drama’s position is under music and dance. Drama is a performance delineating human life, which is acted on stage in front of public. The story generally has conflicts, performed through movements, actions and dialogs. Drama needs introducing to children. The attempts to introduce drama to children should be done as early as possible since the early ages have appropriate space and time, which are strategic to implant basic values in children. Related to this, there are at least two things to be put into consideration. The first is related to literature and the second to art performance. The former covers the determination of theme, synopsis, characters and characterization, plot, dramatic conflict, setting and language use. The latter includes script writing, directing, producer, technical staff, players, and audience. Keywords: art education, drama, early ages

scholarly journals “Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana María Casino-García ◽  
María José Llopis-Bueno ◽  
María Gloria Gómez-Vivo ◽  
Amparo Juan-Grau ◽  
Tamar Shuali-Trachtenberg ◽  
...  
Keyword(s):  
Gifted Students ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
School Students ◽  
Enrichment Programs ◽  
School Year ◽  
Enrichment Program ◽  
Educational Inclusion ◽  
The Impact

The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

scholarly journals Alexandra Ekster’s Contribution to Ukrainian and World Art Culture

2021 ◽  
pp. 219-228
Author(s):  
Lesia TURCHAK
Keyword(s):  
Art Education ◽  
Research Methodology ◽  
Art History ◽  
Historical Data ◽  
Methodological Approach ◽  
Fine Arts ◽  
Creative Activity ◽  
Teaching Activity ◽  
Avant Garde ◽  
The Subject

The work of Ukrainian artists who have contributed to Ukrainian and international art, is not sufficiently disclosed. Their creative search impresses with versatility, interesting decision, continues to impress and inspire contemporaries. Purpose of the article — to find out the contribution of the Ukrainian avant-garde artist, set designer, teacher Oleksandra Ekster, to the Ukrainian and international fine arts. Oleksandra Ekster’s work has been the subject of research for decades. Scientists are interested in the painter’s art search, her contribution to Ukrainian avant-garde, scenography reforms, and teaching activity. Some sources may state that Ekster is a representative of Russian avant-garde. However, the artist grew up in Kyiv, obtained art education and promoted with her work not only Ukrainian but world avant-garde as well. The research of modern scientists (H. Kovalenko, D. Horbachova, T. Filevska, N. Stoliarchuk, M. Yur and others) makes it possible to review the artist’s life and artistic journey as well as her contribution to art history. The research methodology consists of a range of methods: historical, biographical, theoretical. The abovementioned methodological approach allows studying the question of historical data relating to the events in Ukraine that led to the emigration waves, finding out certain biographical facts and analyzing the artist’s creative activity.

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