Drawing out Understanding: Arts-Based Learning and Gifted Children

Autor/inn/en	Eiserman, Jennifer; Lai, Heather; Rushton, Chelsea
Titel	Drawing out Understanding: Arts-Based Learning and Gifted Children
Quelle	In: Gifted Education International, 33 (2017) 3, S.197-209 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429415576992
Schlagwörter	Art Education; Gifted; Interdisciplinary Approach; Middle School Students; Integrated Activities; Student Projects; Grade 6; Grade 5; Social Studies; Creative Activities; Energy; Undergraduate Students; College School Cooperation; Personality Development; Foreign Countries; Canada (Calgary) + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Begabter, Hoch Begabter; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Integrierender Unterricht; Schulprojekt; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Gemeinschaftskunde; Energie; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Ausland
Abstract	Dabrowski recognized that the creative process is important in the personality development of the gifted and talented. Given the intrinsically creative nature of learning in an arts-infused context, we hypothesize that interdisciplinary approaches to curriculum address the unique needs of the gifted. First, we will summarize Dabrowski's theory of positive disintegration, providing a theoretical context to discuss an ongoing research project that engages gifted students in arts-based learning. We then briefly describe the implications of positive disintegration in the middle school context, and how art education can support this process. Finally, we describe how two arts-integrated projects addressed the process of positive disintegration. In 2013, University of Calgary students in ART 307, "Applied concepts in art with children ages 6-12," worked with gifted middle school students on an integrated art-social studies-science project called "When Fisher went to Skyland." In this project, one class of Grade 6 students explored Iroquois culture and sky science through printmaking. In 2014, four classes of Grade 5 students worked with ART 307 students to enhance their understanding of electricity and magnetism through explorations using theatre games, creative movement and animation. We suggest that engaging gifted middle school students in the arts can be a means to facilitate alternative learning methodologies in all subject areas, and provide necessary support in personality development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01