Creative from the start...
GATE students typically qualify in the areas of well-above average ability in schoolhouse giftedness and talent. Schools create GATE programs around these students by providing support through STEM and other academically based curriculum. It is seldom that these curricula include anything of artistic content.
two types of gifted...
- Traditionally, GATE educators have conceptualized creativity as important but separate from academic learning (Beghetto & Kaufman, 2009).
- Schoolhouse Giftedness and Talent - test-taking, lesson-learning or academic giftedness. Individuslas who fall into this category generally score well on mre traditional intellectual or cognitive assessments and perform well in school.
- Creative/Productive Giftedness and Talent - individuals who tend to be or have the potential to become producers (rather than consumers) of original knowledge, materials or products who employ though processes that tend to be inductive, integrated and problem-oriented. (Renzulli & Reis, 2003)
- Nationally, approximately five to ten percent of students are identified as gifted or talented, but not all of these young people demonstrate high creative potential, and indeed, many of these talented students underachieve in school (Reis & McCoach, 2000). My question, is WHY?
creative giftedness and 21st century skills
- P21 Partnership for 21st Century Learning -Creativity and Innovation
- Think Creatively
- Work Creatively With Others
- Implement Innovations
Creatively Gifted of the 21st century are also digital natives. Technology expands possibilities of ways to explore concepts and ideas through Personal Learning Environments that help to make connections and build knowledge (Atwell, 2007.)
- Identifying creatively gifted students; characteristics
- Understanding asynchronous development as it pertains to the young, gifted artist
- Understanding why the Arts are essential
- A few take-aways
A note about asynchronous development
Asynchrony - simply means 'not synchronized' Gifted students are asynchronous in that their physical development (chronological age), intellectual development (intellectual abilities or mental age) and social emotional development do not devleop at the same time.
Artistically gifted students may not get their emotional, social, and intellectual needs met by the same peers. They may be able to socialize to a degree with students of the own age, but will also need opportunities to interact with other gifted students, older students or even adults. Teachers should make every effort to provide those opportunities.
Just because a gifted student may have exceptional talent or intellectual maturity does not mean that they always display emotional maturity
Why the Arts?
The arts are essential...all students deserve the opportunity to take part in the arts, both in school and in the community. The arts can positively affect entire school culture--especially student motivation, attitudes, and attendance--which encourages students to:
- Stay in school
- Succeed in school
- Succeed in life
- Succeed in work
A student involved in the arts is four times more likely to be recognized for academic achievement! Creatively gifted children feel a sense of acceptance and validation, and are able to fuel their passions for learning.
Access to arts education for African-Americans and Hispanics is significantly lower than for their White peers and has been steadily declining for three decades.
From a gifted and talented perspective, the lack of access to creative endeavors and instruction in the arts further marginalizes potentially identified students of color.
- Bring YOUR gifts. You are more creative than you know.
- Take advantage of the artistic professional community by creating alliances with musicians, vocalists, visual artists, computer animators, dancers, choreographers and actors
- Form a committee on your campus of like-minded individuals to plan curriculum.
- Keep it simple ... start with one thing
- Find resources ...Education Closet, Arts Attack, Music in Motion...
- Form strong arts connections within the community
- Encourage risk-taking
- Nuture both convergent and divergent thinking skills
- Nurture creative habits