Artistic Ways of Knowing in Gifted Education: Encouraging Every Student to Think Like an Artist


View "Artistic Ways of Knowing in Gifted Education:
Encouraging Every Student to Think Like an Artist."


Joanne Haroutounian's article, Artistic Ways of Knowing in Gifted Education: Encouraging Every Student to Think Like an Artist," has now been published on Taylor & Francis Online and is in the latest issue of Roeper Review, Issue 1.

 

 



Artistic Ways of Knowing: How to Think Like an Artist


Order Artistic Ways of Knowing
from Royal Fireworks Press.


Artistic Ways of Knowing: How to Think Like an Artist examines the perceptual and cognitive process inherent in learning and interpreting in the arts in a way that is easily understandable to anyone. The artistic learning process allows us to add depth to understanding, creativity through interpretive decision-making, and refinement to abstract reasoning.

The book begins with perspectives of artistic and aesthetic knowing from artists and scholars across the fields of education. Then, readers explore each element of artistic knowing, including Sparkler Experiences that provide hands-on opportunities to realize how to think and perceive in each art form - visual arts, movement/dance, music, and drama/theater. The format of the book is suitable for a text for gifted and arts college coursework as well as professional development.

The goal of the book is to provide readers with a more thorough understanding of how artists think and how this way of knowing expands in depth and breadth beyond cognitive/academic parameters. The ultimate goal is to encourage teachers and students to experience artistic "knowing" in every classroom.

 

 

Kindling the Spark:
Recognizing and Developing Musical Talent

(Oxford University Press, 2002)


Order Kindling the Spark from Amazon.com.
Order Kindling the Spark from Oxford University Press.


"Kindling the Spark gathers stories, studies, and ideas about musical talent into one source that seeks to guide teachers, parents, and musicians in understanding this complex topic. I hope this book will inspire the reader to enjoy the aesthetic dynamic that is integral to musical performance. If the next time you encounter a musical performance by a youngster, concert artist, or street musician you tune in and listen for that spark, I will have succeeded." - Joanne Haroutounian

Are some children born with musical talent or is talent acquired through training? Joanne Haroutounian characterizes potential musical talent as a spark that is waiting to be noticed, kindled, and nurtured. With clarity and intelligence, Haroutounian has gathered insight on musical talent from the fields of psychology, music, and education into this valuable resource book for parents, musicians, and educators.

"A must for teachers, parents, students, nonmusicians, and performers who want a readable and well documented guide for the complex task of recognizing and nurturing musical talent."
– Dr. Sally Reis, National Research Center on the Gifted and Talented

"Presents a really insightful picture of what being a musician feels like from the inside, and how that is different from other talents, artistic and otherwise. This is crucial to the understanding of the value of music by school principals, school teachers, and parents."
– Sue Kahn, Director Preparatory Division, Mannes College of Music

 



Arts Talent ID: A Framework for the
Identification of Talented Students in the Arts


Order Arts Talent ID from Royal Fireworks Press.
(Book and CD)
Order Arts Talent ID from Royal Fireworks Press.
(Book Only)


“The identification of students who show potential or developed talent in the arts has long been neglected in the Gifted/Talented identification process. One basic problem is the lack of an identification process that can be used easily and reflects criteria deemed pertinent by arts specialists as well as those in the gifted field. Arts Talent ID presents just such a framework, based on analysis of criteria from identification and audition forms of specialized arts schools and the NRC/GT. My goal is to encourage the identification of artistically talented students as an accepted part of the identification process. “ - Joanne Haroutounian

Arts Talent ID: A Framework for the Identification of Talented Students in the Arts offers specialists in the fields of gifted education and the arts an effective and pragmatic way to identify students who display potential talent in the arts (music, visual art, movement/dance, theater).

The identification framework includes an overview of recommended arts identification procedures and their comparison with normal gifted/ talented procedures. The framework offers criteria for identification that recognizes arts-specific talent characteristics based on analysis of identification and performance/ portfolio assessment instruments used by arts specialists and gifted/arts programs across the country.

Forms used in the identification process are constructed across similar categories and formatted for ease of use by classroom teachers, gifted/ arts specialists, and outside adjudicators. The Arts Talent ID framework provides a comprehensive arts identification procedure that can be pragmatically implemented in any school—from general classroom observations through to specialized audition/ portfolio assessments.

 

Publication in Development




Artistic Ways of Knowing:
A Curriculum for the Artist Within EVERY Student

Artistic Ways of Knowing: A Curriculum for the Artist Within EVERY Student is a user-friendly curriculum featuring lessons in each arts discipline (music, movement/dance, drama/theater, visual arts), lessons working with multiple arts in combination, and interdisciplinary arts/academic lessons that can easily be done in an academic or gifted-focus classroom.

All of the lessons are based on the Artistic Ways of Knowing that lie at the heart of learning in the arts. These Sparkler Lessons provide opportunities for all students to think and learn as artists while offering some tasks that grow in complexity to highlight the recognition of students who show signs of potential talent in the arts. The curriculum is designed for use by arts specialists, gifted specialists, and general classroom teachers. The goal of the curriculum is to bring the opportunity to think and perceive as artists into the classroom for ALL students and provide activities that highlight student who may show that "spark" of potential in different arts areas.