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SPONS AGENCY AVAILABLE from DOCUMENT RESUME Arts DOCUMENT RESUME ED 216 480 EC 142 431 TITLE Arts for the Gifted and Talented: Grades One Through Six. INSTITUTION California State Dept. of Education, Sacramento. SPONS AGENCY Department of Education, Washington, D.C. PUB DATE 81 NOTE 88p. AVAILABLE FROMCalifornia State Department of Education, Publications Sales, P.O. Box 271, Sacramento, CA 95802 ($2.75 each, California residents add sales tax). EDRS PRICE, MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Aesthetic Education; Art Education; Cognitive Development; Dance; Drama; Elementary Education; *Gifted; *Interdisciplinary Approach; Lesson Plans; Music; Poetry; *Talent; Visual Arts IDENTIFIERS *California\-- ABSTRACT The booklet presents California guidelines for arts education of gifted students in Grades 1 through 6. An introductory section examines the relevance of cognitive domain factors (knowledge, comprehension, application, analysis, synthesis, and evaluation) to the :arts. The second section presents 12 sample lesson plans in creative movement and dance, 12 in music, 6 in creative dramatics, 7 in poetry, and 12 in visual arts. Section 3 details interdisciplinary activities blending drama, movement, dance, language arts, social studies, science, and the visual arts. A glossary of approximately 120 terms ilsed in visual arts,.music, drama, poetry, and dance is also included. (CL) *********************************************************************** Reproductions supplied by EDRS aro the best that can be made from the original document. *******'**************************************************************** U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC, ,.' ThIs document has beenreproduced as receivedfr.. ,e person or organization orrOinating it Minor changes have been madeto mprovJ reproduction quality Points of view or opinionsstated in this docu ment do not necessarily represent officLa I NIE Position or policy A& 0f tdteAlta 1 44ed WeNted 94444 ace 74,4u94 sir "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRA D BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" ,c. ti, This publication, which was funded under the provisions of Public Law 93-380, Section 404, was edited and prepared for photo-offset production by the Bureau of Publications, California State Depart- ment of Education, and was published by the Department, 721 Capitol Mall, Sacramento, CA 95814. The ar:Nork and design were created by Cheryl Shawver. The activity that is the subject of this publication was supported in whole or in part by the U.S. Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education, and no official endorsement by theU.S. Department of Education should be inferred. Painted by the Office of State Printing and distributed under the provisions of the Library Distribution Act 1981 Copies of this publication are available for $2.75 each, plus sales tax for California residents (6 percent in most counties; 61/2 per- cent in four Bay Area counties), from PublicE;ons Sales, P.O. Box 271, Sacramento, CA 95802. A list of other publications available from the Department can be found on page 80 of this publication. jf teo_atestel Page Foreword Acknowledgments vi Preface vii Chapter 1The Cognitive Domain and the Arts Knowledge 2 Comprehension 3 Application 3 Analysis 4 Synthesis 5 Evaluation 6 Chapter 2Sample Lesson Plans 7 Sample Lessons in Creative Movement and Dance 8 Shape: Knowledge and Comprehension 8 Shape: Application and Analysis 9 Shape: Synthesis and Evaluation 10 Space: Knowledge and Comprehension 10 Space: Application and Analysis 11 Space: Synthesis and Evaluation 11 Time: Knowledge and Comprehension 11 Time: Application and Analysis 12 Time: Synthesis and Evaluation 13 Nonverbal Communication: Knowledge and Comprehension 14 Nonverbal Communication: Application and Analysis 14 Nonverbal Communication: Synthesis and Evaluation 15 Sample Lessons in Music 16 Knowledge: Primary Grades 16 Knowledge: Upper Grades 17 Comprehension: Primary Grades 17 Comprehension: Upper Grades 17 Application: Primary Grades 18 Application: Upper Grades 18 Analysis: Primary Grades 19 Analysis: Upper Grades 19 Synthesis: Primary Grades 20 Synthesis: Upper Grades 20 Evaluation: ?rimary Grades 20 Evaluation: Upper Grades 21 Sample Lessons in Creative Dramatics 21 Creative Dramatics: Methodology 22 Process: Knowledge 22 Process: Comprehension 24 Process: Application 24 iii 1 Process: Analysis 25 Process: Synthesis 26 Process: Evaluation 27 Sample Lessons in Poetry 35 Why Poetry9 35 Conw-rsation Poems 36 Construction Poems 37 Found Poems 40 Sound Poems: Analysis andaynthesis 40 Poster and Mobile Poems: Comprehension and Synthesis 0 41 Chance Poems: Comprehension and Synthesis 41 Sample Lessons in the Visual Arts 43 Self-Portrait: Knowledge 44 Self-Portrait: Comprehension 44 Self-Portrait: Synthesis 44 Masks: Knowledge 45 Masks: Analysis 46 Masks: Evaluation and Application 46 Pop Art: Comprehension 47 Pop Art: Application 47 Pop Art: Synthesis 48 Mythology and Art: Application 48 Mythology and Art: Analysis and Application 49 Mythology and Art: Evaluation and Synthesis 49 Chapter 3Comprehensive Arts: interdisciplinary Activities 50 Creative Drama 50 Creative Movement 52 Visual Arts and Dance: The Body 56 Body Parts and Dance 58 A Folk Expression: Dan& 59 Architecture and Dance 60 Sounds in Dance 61 Music and Architecture 62 Music and Sound 63 Music and Language Arts 63 Music and Social Studies 63 Muiic and Mathematics 63 Music and Science 64 Visual Arts 64 Chapter 4Discussion of Terms 69 Elements of Creative Dance 69 Terms for Creati7e Dance 72 Terms for Poetry 72 Terms for Drama 72 Terms for Music 73 Terms for Visual Arts 74 Selected References ( 76 It : ) iv growing body of research tells us that our loiNided emphasis on educating only the language:dorhinant side of the brain leaves many children handicapped. We need to stimu- late both hemispheres of the brain if we are to educate the whole child. Arts education, therefore, is essential. Contrary to the view of some critics, arts education doesn't take from the rest of educa- tion; it adds a different and vitally needed dimension. 'Scientists have demonstrated that arts education improves learning in reading and mathematics. Arts education does more. It develops creativity. It is as essential as the three Rs to the development of the kind of creative, problem-solving men and women we must have to cope with the complexities of the r) twenty-first century. , viN The late Abraham Maslow, former professor of psycholog'.t Brandeis University, once wrote that "really effective education in the arts is closer than standard core curriculum to genuine education, for the process of learning one's identity is an essential part of education. If education does not do that, it is useless." In Dr. IvIaslow's view, the arts are "so close to our psychological and biological identity" that they must become basic experiences in education. Unfortunately, many California school districts, threatened by inflation and declining revenues, have dropped arts education to balance their budgets. The deficit this short- sighted thinking has caused in the cognitive, psychomotor, and affective development of children who have been deprived of experiences in the arts can never be recovered. The affective deprivation is a tragic one. Perhaps never before in our history has it been so important to give our children a sense of the beauty and the mystery df life and nature. In a world where life is hectic and mechanized, the arts are an inexhaustible source of refresh- ment, inspiration, and fulfillment to the individual who has come to know and treasure such experiences. But, as tragic as that deprivation is, there is an even greater loss. The learning of those basic skills that school board members and taxpayers prize may well be hindered by the absence of aesthetic stimulation. In the Department of Education, we are using every resource possible to strengthen our leadership role in returning arts to the schools not as frills but as essential components of the educational process. All of our efforts to reform and improve education for California's children are designed so that arts education is not neglected. I cannot emphasize too strongly the values of a balanced curriculum. I commend this publication, Arts for the Gifted and Talented, as an important part of our efforts to promote arts education in our schools. Superintendent of Public Instruction o 2-79563 V ?heCalifornia State Department of Education gratefully ackrAwledge§-the efforts of those who prepared this publication under the direction of Pats. .'lowman, Consultant, Gifted and Talented Education Unit; and Louis Nash, Consultant, Arts and Humanities, Instructional Services Unit:1 ANN E. BACHTEL Teacher of Grade Six and Gifted, Pasadena Unified School District &lie Project Coordinator, ESAA Arts for Children SUSAN CA MBIQUE Movement Specialist, National Endowment for the Arts Consultant/Teacher, Glendale Unified School District LEE HANSON Curriculum Coordinator, Art and Gifted Education Chula Vista City Elementary School District MAUREEN HOOPER Lecturer in Music, University of California, Los Angeles TOBY LURIE Author and Poet Consultant/Clinician for Gifted Workshops ROBERT PRUTSMAN Teacher, Palm Springs Unified School District Lecturer in Creativity and Dramatics, University of California (Riverside, Berkeley) !The titles and
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