• 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.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.4
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• pp.537-565
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• 2013

The purpose of this study was to investigate teachers' responses to curriculum evaluation of gifted curriculum in visual arts. Especially, this study examined whether there are differences of the responses among three types of institutions for gifted education (institution for gifted education, community based gifted classroom, and school based gifted classroom). Teachers from these three types of institutions for gifted education were interviewed. The results are as follows. First, teachers viewed that consideration is needed for 3 criteria. Teachers from different institutions showed different responses to 'professionalism of working personnel' and 'utilization of advisory committee'. Second, teachers viewed that 13 criteria need consideration. Teachers from different institutions showed different responses to 'support personnel for gifted education' and 'educational equipment and resource supply'. Third, teachers viewed that consideration is needed for 2 criteria. Teachers from different institutions showed different responses to 'efforts for professional development of instructors'. Fourth, teachers viewed 4 criteria need consideration. Teachers from different institutions showed different responses to 'budget planning for next year'. Based on the findings, implications for developing and implementing the evaluation criteria for the gifted curriculum in visual arts were discussed.

• 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.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.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.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.547-570
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• 2010

The purpose of this study was to find the personal and environmental background variables that influence to the gifted students in arts. 59 gifted students and their parents in Korean National Institute for the Gifted in Arts completed the questionnaire. The results were as follows: This study showed that the characteristic of gifted students, the developmental process of talent, and contributing factors to the growth of arts. Personal characteristics of gifted students in arts showed significantly difference in three fields of arts. As the environmental background, parents of gifted have offered them the extensive support financially and emotionally and also had high interest in Arts. The reliance on private education versus public education in arts was high. Expecially, gifted students of music and dancing fields was relying more on private education than artistically gifted students. This study was examined for the empirical study of the gifted in arts. The limitations of the study and the suggestion for further study for the gifted were discussed.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.299-320
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• 2015

This study aimed to explore the problem in curriculum development in school-based gifted program in the arts and suggest the way to solve that. For this study, we surveyed 28 teachers and guest instructors, furthermore interviewed 6 teachers (4 in music and 2 visual arts). The study results indicated that not only curriculum development of school-based program for the gifted in the arts was not systemic, but also most teacher depended excessively on guest instructors due to the lack of expertise and information for curriculum development. Also, They did not understand specific meaning of the giftedness and gifted curriculum in arts nor recognize the unique role of school-based gifted program. In addition, most teachers simply attempted to solve lack of knowledge and experience on a personal level. Their research condition were inadequate to plan curriculum. To solve these problems in curriculum development in school-based gifted program in arts, we suggested some solutions: differentiated teacher in-service program, the achievement criteria for fundamentals of curriculum, system for connecting materials, information and human resources, as well as consultative body for improving the present condition of school-based gifted program.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.47-69
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• 2000

One of the most controversial issues in contemporary research of creativity, whether a person"s creativity is domain-specific or domain-general, was investigated with 109 second grade children in the present study. The purposes of this study sere to empirically examine (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking sills, measured by two divergent thinking tests, and children's creative performances. The findings of this study support the position that creative ability in young children is rather (but not absolutely0 domain-specific. Children exhibited a range of creative ability across different domains rather than a uniform creative ability in diverse domains, indicating there is considerable intra-individual variation in creative ability by domain. Divergent thinking measures did not have great power in predicting creative performance in at least two of three, if not all, domains assessed in the study. It is implied from the study that it is not possible to reliably predict a child"s creative ability in one domain based on his/her creative ability in other domains or his/her overall divergent thinking ability. Implication of the study in connection with educational practices for gifted children is discussed.