A Really Good Art Teacher Would Be like You, Mrs. C.: A Qualitative Study of a Teacher and Her Artistically Gifted Middle School Students

1997 ◽  
Vol 38 (4) ◽  
pp. 232 ◽  
Author(s):  
Polly Wolfe
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Qualitative Study ◽  
Art Teacher ◽  
School Students ◽  
Artistically Gifted ◽  
Gifted Middle School Students

Drawing out understanding

2015 ◽  
Vol 33 (3) ◽  
pp. 197-209
Author(s):  
Jennifer Eiserman ◽  
Heather Lai ◽  
Chelsea Rushton
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Personality Development ◽  
School Context ◽  
Gifted Students ◽  
School Students ◽  
Ongoing Research ◽  
Interdisciplinary Approaches ◽  
Positive Disintegration ◽  
Gifted Middle School Students

Dabrowski recognized that the creative process is important in the personality development of the gifted and talented. Given the intrinsically creative nature of learning in an arts- infused context, we hypothesize that interdisciplinary approaches to curriculum address the unique needs of the gifted. First, we will summarize Dabrowski’s theory of positive disintegration, providing a theoretical context to discuss an ongoing research project that engages gifted students in arts-based learning. We then briefly describe the implications of positive disintegration in the middle school context, and how art education can support this process. Finally, we describe how two arts integrated projects addressed the process of positive disintegration. In 2013, University of Calgary students in ART 307, “Applied concepts in art with children ages 6-12,” worked with gifted middle school students on an integrated art–social studies–science project called “When Fisher went to Skyland.” In this project, one class of Grade 6 students explored Iroquois culture and sky science through printmaking. In 2014, four classes of Grade 5 students worked with ART 307 students to enhance their understanding of electricity and magnetism through explorations using theatre games, creative movement and animation. We suggest that engaging gifted middle school students in the arts can be a means to facilitate alternative learning methodologies in all subject areas, and provide necessary support in personality development.

scholarly journals Impact of an Informal Science Program: Middle School Gifted Science Students

2014 ◽  
Vol 5 (2) ◽  
pp. 641-650
Author(s):  
Dr. Abha Singh
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Accelerated Learning ◽  
Informal Science ◽  
Science Program ◽  
School Students ◽  
Challenges And Opportunities ◽  
Multiple Case ◽  
Gifted Middle School Students

This research explores an informal science program (ISP) in fulfilling the needs of talented and gifted middle school students. Specifically, it discusses the need of teachers’ continued professional development and the unique challenges and opportunities inherent in instructing gifted middle school students. It further focuses on characteristics of successful teaching strategies and methods for identifying and training teachers. The study uses a constructivist framework to examine teaching methods and suggests that constructivism is an appropriate method for instructing gifted middle school students.The research reflects the results of an embedded descriptive multiple case study of six teachers in the informal science program, an initiative to provide middle school students in rural midwestern states with opportunities for accelerated learning in science.

Openness to experience and overexcitabilities in a sample of highly gifted middle school students

2021 ◽  
pp. 026142942110532
Author(s):  
Shelagh Gallagher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Big Five ◽  
Gifted Students ◽  
Openness To Experience ◽  
Cutoff Score ◽  
School Students ◽  
Big Five Model ◽  
Gifted Middle School Students ◽  
Neuroticism Scale

A sample of 108 highly gifted middle school students participated in a study of the relationships between Big Five factors and overexcitabilities. Students completed the NEO-FFI and Overexcitabilities Questionnaire-II (OEQ-II). A cutoff score applied to the OEQ-II created a threshold for overexcitability, ensuring only extreme responses. Analysis groups were based on the number of OEs students possessed based on the cutoff score. An analysis of variance assessed differences in students’ NEO-FFI scores according to the number of OEs they reported. Students with three or more overexcitabilities had significantly higher scores on NEO-FFI openness to experience than students with fewer overexcitabilities. Gifted females had significantly higher scores on NEO-FFI neuroticism scale than gifted males. The results hold implications for understanding the academic and social-emotional needs of highly gifted students and justify use of the Big Five model and overexcitabilities together to further understand the relationship between intelligence, personality, and giftedness.

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