Visual and Performing Arts and Exceptional Students: A Study of Exemplary Programs.

Autor/in	Sturgess, Pamela A.
Institution	Ontario Dept. of Education, Toronto.
Titel	Visual and Performing Arts and Exceptional Students: A Study of Exemplary Programs.
Quelle	(1986), (103 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7729-1226-2
Schlagwörter	Bibliografie; Art Activities; Childrens Art; Demonstration Programs; Disabilities; Dramatic Play; Elementary Secondary Education; Gifted; Handicrafts; Higher Education; Information Sources; Inservice Teacher Education; Movement Education; Music Activities; Preservice Teacher Education; Special Education; Surveys; Theater Arts; Visual Arts; Canada + Suchen Sie Ihr Suchwort? Künstlerische Tätigkeit; Handicap; Behinderung; Dramatisches Mittel; Theaterstück; Begabter, Hoch Begabter; Handwerk; Hochschulbildung; Hochschulsystem; Hochschulwesen; Information source; Informationsquelle; Lehrerfortbildung; Bewegungsbildung; Musikalische Aktion; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Survey; Umfrage; Befragung; Theaterwissenschaft; Optische Gestaltung; Kanada
Abstract	The study examined exemplary programs in Ontario in the visual and performing arts (arts, crafts, music, movement, drama) for exceptional students at every age level and among every category of exceptionality. Interviews, observations, and questionnaires were used to gather data from 204 teachers. Selected findings include the following: Teaches of slow learners favored action-oriented dramatic arts and music programs, as well as visual arts with tactile emphases, while teachers of gifted students designed programs that offered highly integrated approaches to the arts. As a whole, teachers exerted significant efforts to individualize instruction. Teachers rarely had arts qualifications, and those who did acquired them subsequent to their basic training. Among recommendations are that special education teachers be trained (or retrained) to appreciate the advantages of programs which stress arts integration; that all preservice special education teacher training courses include arts training; and that arts personnel offer teacher workshops on request. Appendices include the questionnaire and lists of participating teachers, arts associations/organizations, and arts resource personnel. An extensive bibliography comprises nearly half the document. Relevant publications are listed by category (arts, visual arts, drama, music, crafts, and dance, movement and puppetry). Records, films, videotapes, and slide presentations are included. (JW)
Anmerkungen	Publication Sales, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario M5S 1V6 Canada.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC