- J. Fisher
- Art education : the journal of the National Art Education Association
- jaar van uitgave
- maand van publicatie
- 28-34 p.
- Met literatuuropgave.
The objective of the research was to determine whether or not students with high abilities in the visual arts are likely to have their needs met by art teachers who have sufficient training and experience. Fisher found that each of those she interviewed felt as though their ability to work effectively with HAVAs (high-ability visual artists) was almost entirely a result of their own, self-directed efforts to develop professionally. Because of lack of structure, many teachers of art, and of the gifted, are seemingly alone in their attempts to develop professional skills regarding HAVA students.
- To ensure that we provide an appropriate education for all students, the field of art education must acknowledge the needs and existence of HAVAs. Gifted education leaders should also widely acknowledge the arts as an area of giftedness.
- Preservice and in-service training about HAVAs must be implemented, and proficiency in the arts should be taken just as seriously as proficiency in other academic disciplines. HAVA students at large are unlikely to receive appropriate educational and emotional support from their art educators unless the arts come to be treated as a necessary and equal academic discipline within the K–12 curriculum.
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