Giftedness+in+Art+II

WHAT TO DO WITH GIFTED STUDENTS ONCE THEY ARE IDENTIFIED

CLEAR THE PATH FOR CONTINUED GROWTH: • studio time • technology access • differentiated lessons • student based open ended curriculum with problem solving that includes art history, art making, art criticism, and aesthetics • beyond the classroom art opportunities, e.g. after school program

ENRICHED OPPORTUNITIES: • museum visits/memberships/classes • student competitions/exhibits

ENRICHED PROGRAMS: • art clubs • AP courses • NAHS (National Art Honor Society) • VDC (Visioneer Design Challenge) • National Baccelauriate Art Program • VAC (Visual Art Classics) • college courses • summer art classes/camps

GUIDE THEM: • demonstrate processes WITH the students • bring in local artists • exposure to off site creative experiences, e.g. museums, workshops, field trips • job shadow and/or internship, community mentors • high expectations • expand their storehouse of ideas • sequential activities, from simple to complex • interspersed focused production with loose experimentation • peer assessments • teacher role modeling/understanding the mental and technical process • exposure to new media/resources (art:21, [|artbabble.com], [|smarthistory.org] , [|voicethread.edu.com] , create a class ning site, students create a [|webs.com] ) • involvement of parents/guardians • conferencing (interests, strengths/weaknesses, goals, personal/academic)

EXPECTATI0NS: • anything worth doing is usually more challenging (focus on the hard work of excellence) • anything worth doing is difficult (focus on the hard work of excellence) • monitoring students well-being • follow through on set goals by the students • constructive peer conversation • research - start young • revision and reworking expectations • written criteria/learning targets • real life and professional artist expectations - "think like an artist" • formative assessment more impt than summative • tiered assessment • working independently • working in small group • emulate the qualities of a professional artist • can talk with knowledge and feeling about art/own and artists works

DOCUMENTATION: • portfolio (hard copy and/or web) • sketchbook • journal • evaluations (self, parent, G&T, and teacher) • artist statements • post conferences

 