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Art via culture: White, Black, and H...

Alshouse, Mirium D.

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Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings./
Author:	Alshouse, Mirium D.
Description:	166 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2567.
Contained By:	Dissertation Abstracts International69-07A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3321246
ISBN:	9780549715405

Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings.
Alshouse, Mirium D.

Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings. - 166 p.

Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2567.

Thesis (Ed.D.)--Drake University, 2008.

Problem. Black and Hispanic students appear underrepresented in the identified gifted population proportionate to their presence in the large Midwest urban school district population. Assessment of student drawings is the primary vehicle for visual art gifted identification. Evaluation practices affect on gifted identification needs to be explored to improve equity.

ISBN: 9780549715405Subjects--Topical Terms:

1018432
Education, Art.

Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings.
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020 $a 9780549715405
035 $a (UMI)AAI3321246
035 $a AAI3321246
040 $a UMI $c UMI
100 1 $a Alshouse, Mirium D. $3 1680917
245 1 0 $a Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings.
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2567.
500 $a Adviser: Sally Beisser.
502 $a Thesis (Ed.D.)--Drake University, 2008.
520 $a Problem. Black and Hispanic students appear underrepresented in the identified gifted population proportionate to their presence in the large Midwest urban school district population. Assessment of student drawings is the primary vehicle for visual art gifted identification. Evaluation practices affect on gifted identification needs to be explored to improve equity.
520 $a Procedure. This qualitative case study compares evaluative interpretation of gifted potential in drawings by three three-person panels each purposefully selected to represent membership of White, Black, or Hispanic artists or art educators. Panelist's evaluated drawings from 33 fifth grade students merged with five fifth grade student drawing artifacts provided by culturally diverse adult artists all purposefully selected to represent the racial and socioeconomic composition of the large Midwest urban school district. Each drawing included a human figure. Each panelist independently evaluated and ranked all drawings. Each panel selected three drawings that most exemplify gifted potential in art. Drawings identified as exhibiting strong potential by White, Black, and Hispanic evaluative panels are compared. Evaluator panels' assessment criterion are described and compared.
520 $a Findings. Black, White and Hispanic evaluators demonstrated ability to identify potential by ranking as "strong" the childhood drawing artifacts of practicing adult artists. Research model process evaluators identified gifted potential in drawings across gender, economic status, and race as evidenced by "strong potential" being found in drawings by males, females, Whites, Blacks, and Hispanics, from various economic circumstances. White, Black, and Hispanic evaluator panels' shared evaluative criterion included line, shading, and composition. All panels identified the same drawings as demonstrating the strongest evidence of gifted potential.
520 $a Recommendations. Identification procedures should require students nominated for gifted assessment to reflect the gender, racial, and socio-economic characteristics of the nominating level population. Assessment process should be stratified such that students are compared in groups with students of similar educational opportunity and experience. Identification portfolios should include multiple examples of media and topic comparable evidence submitted for blind review to an identification panel composed of evaluators who collectively encompass racial, gender and professional differences and aesthetic sensibilities associated with a diverse art community.
590 $a School code: 0387.
650 4 $a Education, Art. $3 1018432
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Special. $3 606639
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0273
690 $a 0325
690 $a 0529
690 $a 0631
690 $a 0737
710 2 $a Drake University. $3 1019252
773 0 $t Dissertation Abstracts International $g 69-07A.
790 1 0 $a Beisser, Sally, $e advisor
790 $a 0387
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3321246