Thirteenth International Conference on The Arts in Society

Abstract

This session will investigate the positive role arts education can hold within gifted curricula, helping to establish its importance within mainstream curriculum reform. Specific attention will be paid to the unique ways arts classes can teach creative thought and affective expression. Champions of arts education look to the works of Elliot Eisner to encourage the teaching of multiple forms of representation (Eisner, 1994) and to Howard Gardner to support students with multiple forms of intelligence (Gardner, 1983). Advocates of gifted education look to Renzulli’s Three-Ring Model and the equal weight placed on creativity, task commitment, and above average ability (Davis & Rimm, 2004), as well as Dabrowski’s recognition of aesthetic sensitivity within individuals who possess sensual over excitability, to support their students. However, little research has specifically explored the common ground between arts education and gifted education. Gifted curricula tend to focus on the advancement of students’ abilities in math, science, and language arts. Gifted students often need to find positive ways to channel the complex emotions they experience due to their high intellectual aptitude. Research needs to investigate the role arts education should play within gifted curricula.