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Home CCSU Theses & Dissertations The Artistically Talented: Modifications in the Middle School Art Room

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Identifier	Thesis 1683
Author	Fogarty, Michelle L.
Title	The Artistically Talented: Modifications in the Middle School Art Room
Publisher	Central Connecticut State University
Date	2002
Resource Type	Master's Thesis
Notes	This study investigated how a modified curriculum for the artistically talented affected the drawing performance of eight middle school students in heterogeneous art rooms. This study was undertaken because I was concerned about the lack of programming for the artistically talented in my school district. Therefore, I created a modified curriculum for eight artistically talented students to enhance their drawing performance and raise awareness about the need for programming opportunities for the gifted in the visual arts. This study investigated how a variety of interventions affected the drawing performance of the eight students. These interventions were provided as needed for each student and included: student choice of subject and media, examination of masters' artwork, study of art terminology, use of a value scale during the creating process, creation of sketches prior to the production of the final piece of art, teacher demonstrations, and one to one discussions/critiques with the teacher. The students were identified through the completion of nomination packets that included: self-nominations, a parent/guardian-nominations, and an art teacher-student descriptions. After I evaluated their packets, they completed both a questionnaire that identified their specific interests, determining the subjects and media they would use, and the Clark-Gareri Drawing Test that was used as pre and post data to test progress. In the months of January 2002 through April 2002, the students conducted their independent studies that resulted in a body of work that expressed their personal styles and abilities. Data were collected using anecdotal records, checklists, content analysis sheets, rubrics, written tests, and surveys. The findings indicated overall stability or improvement in their drawing performance. Also, the findings indicated that some of the interventions were more successful than other interventions. For example, the students' choice of subjects and media seemed to improve the students' artwork. On the other hand, the students' examination of the masters' work did not appear to be a successful intervention. The following are recommendations based on this study. Because of demands on art teachers to create and to instruct individualized curricula for artistically talented students, an analysis of each class should be conducted before undertaking such an endeavor in order to determine if the heterogeneous class (and teacher) can adapt to the change. Also, it is recommended that art teachers identify prospective students with a portfolio along with nomination forms, evaluate the artistically talented student's responsibility and ability to work independently from the rest of the class, and consider offering an after school artistically talented program so that these students can learn from one another, have longer studio time, and discuss the visual arts at a higher level than in the regular classroom. Finally, I suggest that art teachers conduct research and contact their district coordinator for the gifted and talented for support and guidance. To administrators, I recommend funding and supporting after-school programming for the artistically talented, offering professional development opportunities on the topic of the artistically talented along with release time to observe successful programs, and working with art educators to offer programming opportunities for the artistically talented.
Subject	Art -- Study and teaching (Middle school)
Department	Department of Art Education
Advisor	Broadus-Garcia, Cassandra
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734983
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