• Title/Summary/Keyword: The gifted in arts

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A Study of Personal and Environmental Background of Gifted Students in Arts (예술영재의 개인 및 환경적 특성 탐색 : 음악, 미술, 무용영재를 중심으로)

  • Lee, Hyun-Joo;Lee, Mi-Na;Lee, Hwa-Sun
    • 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.

The Groping of the Possibility about Convergent Gifted Education (융합형 영재교육의 가능성 모색)

  • Choi, Tae-Ho;Park, Myeong-Ok
    • Journal of Gifted/Talented Education
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    • v.21 no.3
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    • pp.683-702
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    • 2011
  • The purpose of the study is to explore the justification and the possibility of convertgent gifted education through science and arts. Because the nature of art make up the base of each discipline and the creative talents in the heart of gifted education can be achieved through arts education. In order to achieve the purpose of these studies, three aspects have been explored. First, the relevance between the ontological nature of arts and gifted education discussed in philosophical and aesthetic point of view was explored. Second, the practical possibility was confirmed through an analysis of previous studies about the science and arts for gifted education. Finally, by looking at today's social and cultural phenomenon and future talent, it was argued that the development of convergent talent must be needed in the future. This paper will be a springboard for follow-up study to prove the feasibility of convergent gifted education through identifying factors in creative thinking process of gifted students in science and arts. And views of convergent gifted education with artistic will be expanded further and newly recognized. In addition to, it is expected that this study will help the establishment and operation Arts Gifted Education Institute in University and Science and Arts Gifted School.

Exploring the Problem and Solution in Curriculum Development of School-based Program for the Gifted in the Arts (단위학교 예술영재학급 교육과정 개발의 문제점 및 개선 방안 탐색)

  • Lee, Kyungjin;Kim, Sunghye;Kang, Byoungjik
    • 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.

A Study on Conceptions of Giftedness in Arts (예술영재성의 의미와 특성: 음악, 전통예술, 발레 분과를 중심으로)

  • Won, YoungSil
    • Journal of Gifted/Talented Education
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    • v.23 no.6
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    • pp.919-945
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    • 2013
  • Exploring the conceptions of giftedness in arts is very important as the essential prerequisite to identification of giftedness and organizing the curriculum for the gifted in arts. So I have explored the conceptions of giftedness in western music, korean traditional arts(music, theatricals, dance) and ballet based on the results of various studies and cases. The three fields of performing arts mentioned above are operating in the present fields on gifted education in Korea. As the result of this study, I have converged three or four factors on main psychological constructs of giftedness in arts. The giftedness in western and korean traditional music is composed of three sub-factors: high ability in relevant domain, high creativity in general and specific areas, and high motivation including task commitment. However, the giftedness in traditional theatricals, dance, and ballet consists four sub-factors: the physical condition, high ability in relevant domain, high creativity in a specific area, and high motivation including task commitment. The internal characteristics of the gifted in arts mentioned above can be maximized through supporting external conditions like social environments including family and school, and crucial opportunity to meet the teacher who affects the development of giftedness.

The Teachers' Perceptions and the Current Status of in-service Training for the Arts Gifted (예술영재 담당 교원 연수 현황 및 인식 조사)

  • Maeng, HeeJu;Kang, Byoungjik
    • Journal of Gifted/Talented Education
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    • v.24 no.3
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    • pp.379-398
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    • 2014
  • This research examined to seek managing the way of effectiveness for training through the teachers' perceptions and the current status of in-service training for the gifted in arts. Conclusions based on the results of the analysis are as follow. First, it is analyzed that about 49.4 percent of respondents do not have any experiences of in-service training related to the gifted education in arts and there are also teachers who teach with no experiences of in-service training. Moreover, it is also analyzed that in-service training is generally being conducted with revolving to basic courses and the opportunities that teachers are able to develop programs for themselves are offered insufficiently. Second, in terms of management of in-service training, it is implied that accessibility to the training site and the active promotion of program, as well as sufficient provision of information, have to be considered in advance. Third, teachers have recognition that it is important to secure the diversification of training types, professionalism of instructors and managing directors for the effectiveness of in-service training. Forth, in terms of program, teachers show that the provision of educational programs, the diversification of training contents and the differentiated opportunities for developing programs according to basic, advanced courses, which can be applied to the field of gifted education in arts are most important. Furthermore, the convenience of transportation and the amenity of training facility are said to be important elements. Therefore, we suggest that, for increasing the effectiveness of in-service training for teachers of the gifted in arts, not only differentiated in-service training model and curriculum which can be applicable to the field, but also efficient environment suitable for the characteristics of the gifted education in arts.

Development of Evaluation Criteria for the Gifted Curriculum in Visual Arts (미술영재 교육과정 평가준거 개발)

  • Lee, Kyungjin;Kim, Sunah;Kang, Byoungjik;Choi, Jinyoung
    • 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.

A Study on the Perception of Art Education for the Gifted in Mathematics or Science (수.과학 영재학생을 위한 예술교육 프로그램 실시에 관한 인식 조사 연구)

  • Kang, Ji-Yeon;Lee, Jae-Ho;Jin, Suk-Un
    • Journal of The Korean Association of Information Education
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    • v.15 no.3
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    • pp.469-481
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    • 2011
  • The purpose of this study was to find the recognition and opinions of gifted students, as well as their parents and teachers, on applying the artistic components to current educational programs for high ability students, gifted in mathematics and/or sciences. Questionnaires were distributed to 84 gifted students, 59 parents, and 23 teachers in elementary schools in Seoul Metropolitan area. Findings of this study include: (a) More than 1/4 of gifted students in mathematics or sciences reported that they are talented in both math/science and arts, (b) most of students, parents, and teachers believe that arts education is useful for cultivating academic talents of gifted students, (c) gifted students and their parents prefer 'Science and Arts School for the Gifted' to 'Science School for the Gifted', if both options are available.

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Teachers' Responses to Curriculum Evaluation of Gifted Education in Visual Art : Case Study of Three Types of Institution for Gifted Education (미술영재교육과정 평가에 대한 교사 인식과 요구 : 영재교육기관 유형별 사례연구)

  • Lee, Kyungjin;Choi, Jinyoung
    • 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.

Demonstrating Critical Issues and Finding New Directions in Art Education for Gifted Learners (미술영재교육 쟁점 분석을 통한 방향 모색 - A 예술고등학교의 사례에 기초하여 -)

  • Kang, Joohee;Lee, Jiyeon
    • 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.