Parenting Artistically Gifted Children: Advice from the NAGC Arts Network

2021 ◽  
pp. 177-182
Author(s):  
Hope E. Wilson ◽  
John P. Gaa
Keyword(s):  
Gifted Children ◽  
Artistically Gifted

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.

The Socioemotional Characteristics of Creatively and Artistically Gifted Children

2021 ◽  
pp. 65-75
Author(s):  
Franck Zenasni ◽  
Marion Botella ◽  
Baptiste Barbot
Keyword(s):  
Gifted Children ◽  
Artistically Gifted

Serving Artistically Gifted Children and Youth

2021 ◽  
pp. 231-246
Author(s):  
Mary Walker ◽  
Diane Montgomery
Keyword(s):  
Children And Youth ◽  
Gifted Children ◽  
Artistically Gifted

scholarly journals On the Іssue of Beauty Perception in Onthogenesis

2021 ◽  
Author(s):  
Shylova Galina Petrоvna
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Age Groups ◽  
Early Ontogenesis ◽  
Gifted Children ◽  
Image Management ◽  
Internal Logic ◽  
Artistically Gifted ◽  
The Moment ◽  
The Individual

Developmental specifics of beauty sense in ontogenesis are analyzed in the article. It is demonstrated that mature formation of beauty sense and aesthetic activity relates to early adolescence. Ability to individual aspects of aesthetic activity can be noted on earlier stages of ontogenesis (A.V. Zaporozhets, Z.N. Novlianskaja, N.V. Papucha and others). However attitude to beauty is not realized clearly at the moment. Aesthetic activity in the strictly proper sense of the term can be analyzed when image dynamics shifts from encompassing involuntary changes of ideal images to free image management as well as realization of both freedom and contemplation in order to transform it according to “beauty principles”. Aesthetics exists exceptionally in the individual form of development. Therefore mature forms of aesthetic activity (perception or creation of aesthetic products) can be manifested at earlier ontogeny stages, for example, among artistically gifted children. It is demonstrated that behavioral acts of perception of an artistic work, while being visually similar, are phenomena of different psychological nature for different age groups (for example, infants, preschoolers, younger school children, teenagers). Features of fairy-tales and lullabies perception in early ontogenesis are analysed. Perception of fairy-tales in early ontogenesis originally emerges as external, unfolded activity and supposes participation in events which are directly perceived and experienced. Further on this basis similar activity acquires internal nature of assistance, empathy to fairy-tale characters and becomes true in the domain of imagination (A.V. Zaporozhets). Providing help to a fairy-tale character, a child places him/herself into the situation and further operates within its internal logic.

The Comparative Judgements of Generally and Specifically Gifted Children

1982 ◽  
Vol 34 (3) ◽  
pp. 443-457 ◽  
Author(s):  
N. O'Connor ◽  
B. Hermelin
Keyword(s):  
Gifted Children ◽  
Linguistic Processing ◽  
Comparison Model ◽  
Sentence Condition ◽  
Artistically Gifted

Different groups of children were compared on sentence verification tasks. The children were either academically, musically or artistically gifted, and there were two forms of the task. In one, a picture was followed by a sentence, and in another, one sentence was followed by another. Subjects had to decide as quickly as possible whether or not the second proposition logically confirmed the first. In the picture-sentence condition results from all groups could be fitted to the constituent comparison model for sentence verification proposed by Carpenter and Just (1975). For the sentence-sentence condition, however, the observed results diverged from those predicted by the model. The results are explained in terms of different degrees of linguistic processing capacities of the subjects, and they demonstrate the importance which verbal-logical congruence has for children. Artistically able children had difficulties in processing subject/object incongruence in sentence pairs whereas musically able children had more problems in processing above/below incongruence.

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