AN EXAMINATION OF PROCEDURES USED TO IDENTIFY ELEMENTARY AND SECONDARY STUDENTS FOR A GIFTED/TALENTED STUDIO ART PROGRAM
Abstract
This study examined the effectiveness of four identification procedures as predictors of success in a gifted and talented studio art program, the Super Saturday Visual Arts Program (SSVAP) at Purdue University. The study was undertaken using a population of 29 kindergarten through twelfth grade students by examining the correlations between the various identification procedure scores, and scores from assessments of student products and progress. The identification procedures included a teacher checklist of behavioral characteristics completed prior to entry into the program, performance observations of students during a group studio session, and product evaluations of students' portfolios and of a timed-work sample. The teacher checklist was the Artistic Characteristics dimension of the Scales for Rating Behavioral Characteristics of Superior Students (SRBCSS) (Renzulli et al., 1976). The other identification procedures were devised by SSVAP teachers specifically for the program. In the performance observation, program teachers observed and rated students' behaviors in a specific area of studio production. The entry portfolio consisted of four original drawings brought by students to the class. The timed-work sample, was a piece of artwork produced during the performance observation over a 30-minute period. The assessment measures included ratings from: (a) the SSVAP teachers; and (b) six outside judges. The SSVAP teachers rated the students' coursework portfolios and completed student progress reports. The six judges rated the merit of the students' entry portfolios, timed-work samples, and artwork from the third, fifth, and seventh weeks of class. Significant correlations were found between the SRBCSS Art scale scores and scores from SSVAP teachers' ratings of coursework portfolios and outside judges' ratings of seventh week coursework. Significant correlations were also found between the performance observation scores and the coursework portfolio scores, scores from the student progress reports, and scores from seventh week coursework. No significant correlations were found between either the scores from the entry portfolio scores or the timed-work samples and the scores from the coursework portfolios, students progress reports, or seventh week coursework. It was concluded that information regarding the subjects' artistic behavioral characteristics, rather than entry product evaluations, would likely be the most valid predictor of future artistic performance in a studio based K-12 gifted/talented program.
Degree
Ph.D.
Subject Area
Art education
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