Creative Performances and Gifted Education: Studies from Art Education

Autor/in	Thomas, Kerry
Titel	Creative Performances and Gifted Education: Studies from Art Education
Quelle	In: Australasian Journal of Gifted Education, 26 (2017) 2, S.5-15 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Art Education; Academically Gifted; Creativity; Visual Arts; Ethnography; Teacher Student Relationship; Student Development + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kreativität; Optische Gestaltung; Ethnografie; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper acknowledges that there is widespread support in Gifted Education for students' creative aptitudes to be identified as a domain that includes imagination, originality, fluency, and problem solving. I explore where and when these concepts originated and briefly identify how they are represented in Gifted Education. Then various exogenetic factors are considered that contribute to students' realising creative ends, which are often overlooked in educational literature. Drawing on an art education historical archive and my ethnographic research in visual arts education, I show how practice, field dependence, and reciprocity in the reality of social relations in creative classrooms between teachers and students figure more prominently than might be thought. The paper is intended to open up further discussion about some commonly held assumptions of natural creative ability. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01