• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.123-140
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• 2016

This study searched the perception of observational evaluation system in visual art which elementary and middle school teachers have in mind. As results, observational evaluation system in visual art is widely accepted as important and efficient to diagnose the artistic giftedness. At the same time, subjectiveness of the system might be advantageous for student for whom teacher get favor and in-service program related to observational evaluation system is insufficient comparing to the demand from field. In spite of this, the scale for behavioral characteristics of the gifted in visual art and the test for artistic task performance are recognized as the most important and needed tools for evaluating artistic giftedness. Following the results, in order to raise up the validity and reliability of evaluation in visual art, the scales for behavioral characteristics of the gifted in visual art and the test for artistic task performance should be developed first and foremost.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.639-662
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• 2012

The purpose of this study is to develop the evaluation model of gifted curriculum in visual art. For this purpose, first, it discusses about what kinds of issues raised about gifted education in visual art. Second, it critically reviews the evaluation models of gifted curriculum, and investigates the suitable model for developing curriculum evaluation model of gifted in visual art. Third, it suggests the appropriate perspective and evaluation model of gifted curriculum in visual art. Along with the change in the concept of creativity, recent studies on gifted education in visual art concentrate that gifted learners who have the potential find their own way of creating art. Also they emphasize the contextual implementation which recognizes the significance of interaction among field, domain and individual. Based of these inquiry, existing evaluation models of gifted curriculum have limitations in suitability as a evaluation model of gifted curriculum in visual art. This study suggests that the curriculum evaluation of visual art gifted programs should be approached from the decision-making perspective. Also it develops the conceptual framework and the evaluation model of gifted curriculum in visual art based on the CIPP model, which is the representative model of decision-making approach. It concludes with its implications and the discussion about the role of evaluators.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.355-371
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• 2013

While many research focused learners as those who excel in mathematics or science, the identification of learners with potential or demonstrated talent in visual art has also been the meaningful research topic. Since these learners exhibit high performance capability in intellectual, creative and artistic areas, they require services or programs not ordinarily provided by the schools. This research tried to clarify what high performance means when speaking of learners with outstanding talent in the visual arts based on the relevant literature. Also, this research introduced the recent trends in the field of art gifted and talented education. In order to demonstrate critical issues and find new directions in art education for gifted learners, this research conducted the survey, and this survey target group was arts high school students. Based on the survey analysis, this research conducted the semi-structured interviews with focal participants including the teachers and an artist. Interviewees generated many meaningful issues, and interview analysis reconceptualized art education for gifted learners as following. 1) Gifted education should consider learners' excellence, equity, troubles, and struggles that often go unnoticed. 2) We should reform the criteria, standards, and strategies in finding art gifted learners. 3) In order to facilitate meaningful and creative art education, higher education institutions need to change the current college entrance exam. 4) The goal of gifted art education is not only raising the world-class artists. 5) Meaningful art education for gifted learners is in interaction with the environment including group dynamics, parents influence, and teachers.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.1-30
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• 2010

The purpose of this study was to develop the inspection model of cognitive ability to identify visual artistic giftedness of the elementary school children with considering the relation between visual artistic giftedness and cognitive ability based on literature and preceding research. The research method applied literature research and quantitative research. Through literature review on the relation between art education and cognitive thinking and visual artistic of giftedness, it was suggested to prescribe the validity of cognitive ability as an element for identification of visual artistic giftedness identification, and then prescribed the elements of cognitive ability, and developed the inspection model of cognitive ability by measuring specific variables. Based on the results of literature research through the quantitative research, verified significance of developed inspection instrument on cognitive ability, validity and reliability of the inspection model of cognitive ability according to visual artistic giftedness identification of the elementary school children. As a result of reviewing related literature and preceding research, it could be referred that visual thinking ability, spatial perception power and critical thinking ability coincided with a characteristic of an art field can show excellent ability in various art activities and be valid criteria of visual artistic giftedness as cognitive ability of the visual artistic gifted with potential possibilities. In conclusion, as the elements of cognitive ability for the visual artistic giftedness identification of the elementary school children, visual thinking ability, spatial perception power and critical thinking ability were verified to be valid in terms of logical and experimental. Therefore, the result of the research will be able to provide a new approach in education program development of visual artistic giftedness of the elementary school children and a various developmental possibility in identification of visual artistic giftedness.

• Proceedings of the Korean Society for the Gifted Conference
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• 2005.05a
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• pp.77-108
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• 2005

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.193-213
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• 2013

The purpose of this study was to develop and validate the evaluation criteria for gifted curriculum in visual arts. For this purpose, a draft of evaluation criteria for gifted curriculum in arts were first developed through literature review and opinions of experts in educational assessment, gifted education, visual art education. Then, the Delphi method was employed to validate the evaluation criteria. Delphi survey was carried out twice with 30 panelists consisting of experts in educational assessment, experts in gifted education, experts in arts(gifted) education and administrators in gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. Results were as followed. First, 58 evaluation criteria for gifted curriculum in arts were developed through literature review and expert opinions. The evaluation criteria included 12 context evaluation criteria, 25 input evaluation criteria, 12 process evaluation criteria, and 9 product evaluation criteria. Second, through the first and second Delphi survey, 2 evaluation criteria were not validated and finally were removed. The final evaluation criteria included 12 context evaluation criteria, 25 input evaluation criteria, 10 process evaluation criteria, and 9 product evaluation criteria. The evaluation criteria developed by this study can be used as a standard to establish the institution assessment system at the national level and evaluate institutions and programs.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.731-750
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• 2013

Conceptions toward the artistically gifted were investigated through analyzing newspaper articles from 5 major newspapers for 14 years beginning from 1999 to 2013. There were a total of 1,281 articles having to do with artistically gifted, and showed a steady increase in number of articles as the years went by. Largest number of articles were about musically gifted, and an increase in number of articles were observed following new implementations in law and policy. Implications for education and policy development for the artistically gifted are discussed.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.77-96
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• 2002

The purpose of this study is to inverstigate the optimism level of the gifted; to verify the differences in optimism level according to the types of the gifted; and to compare the optimism level of the gofted with that of mainstream students. 332 high school students participated in this study. They consisted of 45 science of gifted, 50 athletics gifted, 60 music gifted, 60 art gifted, 57 academic gifted, and 60 mainstreams students. The findings of this study were as follows: First, the optimism level of gifted was somewhat pessimistic. Second, the optimism levels of academic gifted and sciencd gifted was higher than that of athletic gifted and artistic gifted. Third, nonsignificant difference was found in the optimism level between gifted students and mainstream students.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.23-41
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• 2003

The purpose of this study was to develop the instruments which can measure motivation as a component of Visual Artistic Giftedness with in elementary school period. This study prescribed the variable factors of measurement after abstract and classify the characteristics of Visual Artistic Giftedness through literature studies. And it produced instruments those are finally composed of 27 items through the preliminary test. They were evaluated in terms of content validity, construct validity, and reliability by implementing them to 679 elementary school children from the first to sixth grades. Statistical analyses were carried out to verify the validities and reliability. Content validity was found to be satisfactory by experts' evaluation on the test items. Construct validity was also found to be satisfactory through factor analyses which showed the four factors which the identification instruments were intended to measure such as, interest/ attitude/ taste, endurance/ concentration, curiosity/ imagination! sensitiveness, aesthetic. Concurrent validity was also found to be satisfactory with high coeffients of Barron- Welsh which were calculated as .76 in motivation. In conclusion, the instruments about motivation of Visual Artistic Giftedness during elementary school period developed by this study are highly reliable on its reliability and validity.

• Proceedings of the Korean Society for the Gifted Conference
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• 1993.06a
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• pp.87-88
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• 1993