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ERIC Number: EJ848386
Record Type: Journal
Publication Date: 2006
Pages: 3
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-1040-1350
Differentiation in the Arts: What Does This Mean?
Worley, Bess B.
Understanding Our Gifted, v18 n3 p3-5 Spr 2006
In most schools, the term "arts" represents visual arts (art appreciation, painting, clay, etc.), performing arts (including music, dance, and theater), creative writing, and media arts (i.e., photography, digital video, and traditional filmmaking). "Theater" and "drama" are often used interchangeably, but "theater" comprises all of the technical arts of a production, including set design, lighting, costume, and directing, in addition to the study of the dramatic art of acting. Differentiation is a term that has been used in the field of education for over five decades, forming a foundation that recognizes individual differences in learners. Gifted students are inherently different and require a different curriculum to meet their learning needs. While the term is defined in several ways, it usually addresses changes in curriculum and instruction that improve or further learning for students. Many models of differentiation are available. Within gifted education curriculum, a model has been developed with a strong link to content-based curriculum standards and instructional strategies. The Integrated Curriculum Model (ICM) combines traditional approaches in the field of gifted education to improve student learning and skills. The ICM uses advanced content, higher-level thinking processes, content-based skills, and overarching concepts to provide an accelerated, in-depth, challenging, and standards-based curriculum for high ability learners in core academic content areas. Recently, the ICM has been applied to the areas of visual arts and musical theater with interdisciplinary connections to other arts and the core academic areas. Other models incorporate interdisciplinary and independent study, including complex or higher-level thinking skills and developing research skill and creative products. This article begins with scenarios of four students who are all interested in and involved in the arts. Their scenarios describe the conflict between their interests and abilities and the opportunities provided for them in their school environments. Fortunately, arts and differentiation can be brought together to meet the learning needs of these students, and teachers and parents can serve as advocates for artistically gifted and talented students. In this article, the author describes how differentiation models can be used in arts classes using these four students as examples.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 10; Grade 2; Grade 6; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A