Artistic talent development for urban youth: The promise and the challenge (original) (raw)
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Talent Beyond Words: Identification of Potential Talent in Dance and Music in Elementary Students
Gifted Child Quarterly, 1996
We present evidence for the reliability and validity of the Talent Identification Instrument (TII), an observation process in music and dance in which multiple judges rate students throughout a multisession audition. The approach was designed to recognize previously overlooked abilities in urban elementary students, including low income, bilingual, and special education students. The TII observation process was designed to evoke artful behaviors that can be readily recognized by arts specialists and classroom teachers. We found strong agreement among raters and adequate stability estimates. Evidence for validity was obtained through factor analysis and a variety of construct validity procedures. The performance-based assessment described here may have implications for discovering hidden potential in academic as well as artistic domains.
Deliverable to the LA’s BEST After-School Arts Program. Los Angeles: University of California., 2006
As a follow-up to the first year evaluation, this study sought to assess student learning in the arts in each of four disciplines sponsored by the LA’s BEST After-School Arts Program (ASAP): music, drama, visual arts, and dance. The purpose of this evaluation was to investigate the nature and extent of learning in each of the respective art forms during the 10-week ASAP artists’ residencies. This reflects an important issue recognized in the arts and learning literature as well: few studies adequately (or at all) measure arts learning in efforts to connect learning in the arts to other child or adolescent developments (Deasy, 2002). The evaluation methods included regular videotaped observations of residency sessions, surveys of students’ prior experiences in the arts, analysis of attendance data, and in-depth interviews of the artists after completion of their residencies. The videotape recordings became sources of insight for expert appraisals of the students’ artistic development by members of the evaluation team as well as by an outside specialist in each discipline. The study found that the LA’s BEST After School Arts Program provided students with high quality learning experiences in the arts that led to significant achievements in standards-based learning in the arts. The study also found that students’ prior experiences in the arts had no significant effects on learning and that program attendance levels mattered significantly.
Introduction to Artistically and Musically Talented Students
2000
A recent newspaper article about a college student, Kathleen, who received a Rhodes Scholarship to attend Oxford University to complete a master's degree in biochemistry , highlighted some of the choices facing talented students. Her long-term goal was to become a medical doctor and conduct research as well as practice medicine. As a very young child, her math skills were outstanding and at age six she played tunes on a piano without ever having taken lessons. By eighth grade she was doing eleventh-grade mathematics and, at age eleven, she was accepted into the Indiana University (IU) School of music to study with a world-renowned pianist. In high school, she practiced the piano four hours a day, studied French, and took biology courses at IU. Her scores on standardized examinations were in the upper one tenth of one percent. Kathleen will graduate with majors in biology, biochemistry, and music, with a minor in French. A professor at IU introduced her to the world of medical research and one summer she spent nine weeks in New York City studying in the field of molecular pharmacology. When asked about her successes, she attributed her success to many people including her parents who offered her support and encouragement. Her mother made sure lessons and experiences she needed were accessible to her, and her father, a mathematics xxiii FM-Zimmerman.qxd 2/11/04 2:49 PM Page xxiii professor, transported her to different activities. A high school guidance counselor and two IU professors "played significant roles in shaping her life" (Denny, 2003, p. A2). She said, "I felt things deeply, and became upset by human suffering that's occurred throughout history. . . . I expressed my thoughts and feelings in journals, and poems, and I decided that I really wanted to make a difference in this world" (Denny, 2003, p. 7).
The Arts and Socioemotional Development: Evaluating a New Mandate for Arts Education
2018
In this chapter, we present the results of an evaluation that assesses whether an education in the arts may contribute to the development of socioemotional skills. To address this question, data were collected from N = 892 students (77.3% of color) participating in one of 11 programs in visual arts, music, theater, or dance. While our analyses revealed trend-level effects for programs on growth mindset and artistic goal orientation for the sample as a whole, significant effects were observed among younger students for growth mindset and for school engagement among students with high levels of engagement prior to program participation. We discuss the implications of these findings, which, given the composition of our sample, can be generalized to low-income students of color.
The Journal of Creative Behavior, 2016
This longitudinal study examines the relationship between young people's creative and performing arts participation (e.g., in dance, drama, film, music, visual arts) and their arts self-concept. Drawing on the positive youth development (PYD) framework and the reciprocal effects model (REM) of self-concept, a cross-lagged panel design is implemented to explore the connections between arts self-concept and each of school (e.g., school-based arts instruction), home (e.g., parent-child arts interaction), and community (e.g., out-of-school arts instruction) creative and performing arts participation. The study drew on an Australian sample of 643 elementary and high school students from 15 schools. Analyses showed that beyond the effects of socio-demographics and prior achievement, there are longitudinal associations (including reciprocal effects) between numerous forms of creative and performing arts participation and arts self-concept. Implications are discussed.
Teacher competencies for working with young talent : Part 2: Integration of arts disciplines
Pedagogische Studien - PEDAGOG STUD, 2012
Twenty sixteen year old fourth-graders of the School for Young Talent (School voor Jong Talent) in The Royal Academy of Fine Arts, Design, Music and Dance (Hogeschool van Beeldende Kunsten, Muziek en Dans) participated in a pilot project that combined music, dance and visual arts in a creative process. A group of six teachers from three different disciplines guided the young artists. This report shows how this process took place and indicates some of the issues that were encountered along the way.
2003
The lack of valid, research-based methods to identify potential artistic talent hampers the inclusion of the arts in programs for the gifted and talented. The Talent Assessment Process in Dance, Music, and Theater (D/M/T TAP) was designed to identify potential performing arts talent in diverse populations, including bilingual and special education students and students who have had no prior formal arts instruction. Research results over 13 years in elementary schools in New York and Ohio provide evidence that creative and artistic potential can be assessed validly and equitably and that such assessments can offer a reliable prediction of success in rigorous arts instruction.
Characteristics of Students in High Schools for the Visual and Performing Arts
This investigation examined students attending U.S. and Canadian visual and performing arts secondary schools for distinguishing personality characteristics, locus of control, acceptance of talents, labeling, family dynamics, anxiety levels, perceived personal and school problems, and views of peers, artists/teachers, and counselors. One hundred ninety one participants in eighth through twelveth grade completed a demographic information questionnaire, Rotter's Generalized Expectancies for Internal versus External Control of Reinforcement, Myers Briggs Type Indicator (form F), and the Spielberger State Trait Anxiety Inventory. Results indicated the majority of the students were first or second born children with close parentn1 relationships in moderate income families. Generally, the students considered themselves healthy, watched little television, and viewed other students as supportive and friendly. Respondents regarded perceived differences as positive. Arts students had a more intuitive orientation and higher anxiety than other adolescents. The results produce a profile of a typical arts student. Implications of the study emphasized the recognition of anxiety levels in this population and the need to orient these students toward self direction. (CK)
Cambridge Journal of Education, 2012
A holistic education linked to creativity, innovation, critical thinking and local/ global citizenship is increasingly marginalized in the United States as schools continue to struggle with the impact of high-stakes testing regimes. In particular, urban youths’ access to an education that furthers their ability to choose lives they have reason to value, are circumscribed. Current discussions around the skills and capabilities necessary for youth to graduate and be equipped for meaningful lives beyond high school are aligned with research on the benefits of arts education. This mixed-methods exploratory study uses aspects of Sen and Nussbaum’s capability approach to frame and examine a range of capabili- ties fostered through student engagement with arts education opportunities, what we refer to as arts pathways, inside of five small arts-focused high schools in New York City, US.