Making a Difference: Differentiated Curriculum Units by Teachers in the 1993 Artistically Talented Program.

Sonst. Personen	Zimmerman, Enid (Hrsg.)
Institution	Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Education.
Titel	Making a Difference: Differentiated Curriculum Units by Teachers in the 1993 Artistically Talented Program.
Quelle	(1994), (155 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Aesthetic Education; Art Criticism; Art Education; Art History; Artists; Curriculum Development; Elementary Secondary Education; Gifted; Integrated Curriculum; Resource Units; State Curriculum Guides; Talent; Talent Development; Thematic Approach; Units of Study; Visual Arts + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Ästhetische Bildung; Kunstkritik; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; History of art; History of arts; Kunstgeschichte; Artiste; Artist; Künstler; Künstlerin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Begabter, Hoch Begabter; Rahmenlehrplan; Begabung; Hochbegabung; Begabtenförderung; Talentförderung; Themenzentrierter Unterricht; Lerneinheit; Optische Gestaltung
Abstract	This book is a compilation of year-long thematic curriculum units developed and taught by teachers participating in the third Indiana University Artistically Talented Program (ATP). Units for artistically gifted and talented students, grade 4-12, are developed along guidelines which require that they: focus on complex ideas; use themes as organizers; include a variety of concepts not found in the regular classroom; incorporate resources including the study of the lives of creative people and how they solve problems; and employ methodologies used by professionals in the fields of art history, art criticism, aesthetics, sociology, anthropology, and psychology. Processes, products, and learning environments are differentiated to accommodate needs of the artistically gifted student. Two to five units are developed for each of the general themes. Each unit includes suggestions for activities, procedures, evaluation, and resources. The theme "Art and Environments" units are: (1) "Boxes: Private/Public Spaces" (Ursula Andrews); (2) "From Prehistoric Ritual to Present: A Hermeneutics of Prehistoric Symbology and Our Bodies, Our Environment, Our Traditions, and the Process of 'Ritualizing'" (Fonda Mullins); and (3) "Symbols in Sand" (Charlotte Paul). Units in "Arts and Multicultures" are: (4) "The Human Figure as Expressive Symbolic Form" (Janneth Amos); (5) "Passageways Linking Discoveries: Cultural Ties in the Americas, Inca Indians, Pueblo, Zuni, Navajo, and Mound Builders" (Ann Fetters); (6) "Native American Culture, Art, and Design" (Leah Morgan); and (7)"Understanding Different Cultures Through Their Pottery" (Donald Turner). "Metamorphosis in Art" presents the following units: (8) "Art from Earth" (Karen Chilman); (9) "A Metamorphosis of the Portrait" (Robin Johnson); and (10) "Metamorphosis: Changes in Growth" (Bridgette Savage). The "Social and Political Issues" section contains: (11) "The Power of the Artist" (Joyce Behnke); (12) "Questions About Public Art" (Diana Cole); and (13) "Communication, Ecology, and Social Influences" (Charlotte Schrock). The "Animals and Art" section contains: (14) "Folktales and Fables to See and Hear" (Daron Henry); (15) "Animals in Art" (C. Jane McCauley); and (16) "Birds in Flight" (Jeannette Meridew). The book concludes with two units of "Interrelated Arts": (17) "A Visual Interpretation of Music Through Study of the Violin" (Ania Beczkievicz; and (18) "Technological Influences in Art" (Raetta Patterson). (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC