Artistic Ways of Knowing in Gifted Education: Encouraging Every Student to Think Like an Artist

Autor/in	Haroutounian, Joanne
Titel	Artistic Ways of Knowing in Gifted Education: Encouraging Every Student to Think Like an Artist
Quelle	In: Roeper Review, 39 (2017) 1, S.44-58 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2016.1247397
Schlagwörter	Art Education; Academically Gifted; Talent Identification; STEM Education; Integrated Curriculum; Art Expression; Academic Achievement; Perception; Creativity + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Begabtenanalyse; Talentsuche; STEM; Schulleistung; Wahrnehmung; Kreativität
Abstract	After decades of fluctuating presence in gifted education, the arts are surprisingly establishing themselves in academic classrooms, spurred by arts integration with science, technology, engineering, and mathematics (STEM) curricula or science, technology, engineering, art, and mathematics (STEAM). This renewed interest provides the opportunity to recognize the artistic process as an effective way to deepen and enlarge the scope of academic content. Teachers can readily identify potentially talented students in their classrooms who immerse themselves in arts activities. Students in every classroom, if provided with substantive arts integrated curricula, can learn to perceive with discrimination, metaperceptively mold creative interpretations, and communicate these performances/products expressively to others with insightful critiques. Artistic ways of knowing mirror the artistic process and provide the opportunity for "every" student in "every" classroom to think like an artist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01