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Education of Artistically Talented S...

Reeves, Audrey.

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Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds./
Author:	Reeves, Audrey.
Description:	203 p.
Notes:	Source: Masters Abstracts International, Volume: 55-04.
Contained By:	Masters Abstracts International55-04(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10108358
ISBN:	9781339717210

Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds.
Reeves, Audrey.

Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds. - 203 p.

Source: Masters Abstracts International, Volume: 55-04.

Thesis (M.A.)--Arizona State University, 2016.

The issue this study addresses is the need to extend the topic of gifted art education into the multicultural realm. The purpose was to assess accommodations for gifted art students of culturally diverse backgrounds, to see how socio-economic class and culture influence identification and opportunities for gifted art students, and to identify similarities and differences among gifted art students. The research took place at five public high schools containing a high percentage of culturally diverse students around the Phoenix rural and suburban areas. Participants included five high school art teachers and five artistically talented students that each teacher identified. I conducted, transcribed and analyzed interviews with the participants. Analysis of the data has led to many themes. Teacher interviews indicated universities attended by teachers in the study didn't touch on diversity or gifted art education, although all art teachers have had a lot of experience teaching diverse students, and reported student diversity was growing. Teachers define artistically talented students as students with natural abilities, many times looking at the students' product. Teachers recommend the students to community art classes, such as the local center for the arts, or summer college courses. Teachers vary in support, some saying they have more than enough resources and support, others saying they need more space in the classroom and smaller class sizes, or want to take students to artist studios. Results from student interviews reveal that all students in the study were self-motivated to do art everyday, two mentioning especially after a big life event, such as depression or a father dying. Participating students think of art as something beautiful and something to which they can relate, defining art very vaguely, saying it could be anything or everything. All students have future plans to major or minor in art in college or continuing creating art in their free time. Participants had supportive and encouraging art teachers and parents and had art materials readily available. Universities and high school art teachers may benefit from the study because of the need to prepare for growing diversity. Art teachers may benefit from this study by gaining a better understanding of artistically talented students of diverse backgrounds and by challenging them, and getting parents involved in supporting their child.

ISBN: 9781339717210Subjects--Topical Terms:

547650
Art education.

Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds.
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245 1 0 $a Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds.
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500 $a Adviser: Bernard Young.
502 $a Thesis (M.A.)--Arizona State University, 2016.
520 $a The issue this study addresses is the need to extend the topic of gifted art education into the multicultural realm. The purpose was to assess accommodations for gifted art students of culturally diverse backgrounds, to see how socio-economic class and culture influence identification and opportunities for gifted art students, and to identify similarities and differences among gifted art students. The research took place at five public high schools containing a high percentage of culturally diverse students around the Phoenix rural and suburban areas. Participants included five high school art teachers and five artistically talented students that each teacher identified. I conducted, transcribed and analyzed interviews with the participants. Analysis of the data has led to many themes. Teacher interviews indicated universities attended by teachers in the study didn't touch on diversity or gifted art education, although all art teachers have had a lot of experience teaching diverse students, and reported student diversity was growing. Teachers define artistically talented students as students with natural abilities, many times looking at the students' product. Teachers recommend the students to community art classes, such as the local center for the arts, or summer college courses. Teachers vary in support, some saying they have more than enough resources and support, others saying they need more space in the classroom and smaller class sizes, or want to take students to artist studios. Results from student interviews reveal that all students in the study were self-motivated to do art everyday, two mentioning especially after a big life event, such as depression or a father dying. Participating students think of art as something beautiful and something to which they can relate, defining art very vaguely, saying it could be anything or everything. All students have future plans to major or minor in art in college or continuing creating art in their free time. Participants had supportive and encouraging art teachers and parents and had art materials readily available. Universities and high school art teachers may benefit from the study because of the need to prepare for growing diversity. Art teachers may benefit from this study by gaining a better understanding of artistically talented students of diverse backgrounds and by challenging them, and getting parents involved in supporting their child.
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