GATE Identification - Visual and Performing Arts
Students can demonstrate unusual adeptness or skill in the field of drama, music, dance, and/or visual arts. Unlike the academic and intellectual areas, students may not have been exposed to these artistic area(s). Therefore, it is possible for students to have the potential for outstanding contribution in the arts as they become involved in the arts.
Socio-economic advantages of some students make recognition of truly potential artistic talent difficult. Under such circumstances, social class,
family, and economic situations rather than ability, will be the major screener unless a conscious attempt is made to prevent that from happening. The implication of this becomes clear when artistics reach an environment that support the arts, then authentic performance can be a more valid indicator of giftedness. Since this is a performance-based talent, identification should center on nominations and portfolios and expert assessment. These may focus on student engagement by including:
- Craftsmanship - Pride in performance, attention to detail, and excellence.
- Perceptive Facility - Ease with which pattern design, space, or sound relationships are perceived.
- Creative Imagination - Unique response to art opportunities.
- Aesthetic Intelligence - Awareness and appreciation of beauty and grace in textures, colors, lines, shapes, spaces, balance, contrast, rhythm
movement and sound.
- Aesthetic Judgment - Sensitivity in manipulating any or all of the variables listed in aesthetic intelligence.
Characteristics of Giftedness in Performing / Visual Arts (Art, Dance, Drama, Music)
- communicates their vision in visual/performing arts
- unusual ability for aesthetic expression
- compelled to perform/produce
- exhibits creative expression
- desire for creating original product
- keenly observant
- continues experimentation with preferred medium
- excels in demonstrating the visual/performing arts
(Adopted from National Association for Gifted Children)
Socio-economic advantages of some students make recognition of truly potential artistic talent difficult. Under such circumstances, social class,
family, and economic situations rather than ability, will be the major screener unless a conscious attempt is made to prevent that from happening. The implication of this becomes clear when artistics reach an environment that support the arts, then authentic performance can be a more valid indicator of giftedness. Since this is a performance-based talent, identification should center on nominations and portfolios and expert assessment. These may focus on student engagement by including:
- Craftsmanship - Pride in performance, attention to detail, and excellence.
- Perceptive Facility - Ease with which pattern design, space, or sound relationships are perceived.
- Creative Imagination - Unique response to art opportunities.
- Aesthetic Intelligence - Awareness and appreciation of beauty and grace in textures, colors, lines, shapes, spaces, balance, contrast, rhythm
movement and sound.
- Aesthetic Judgment - Sensitivity in manipulating any or all of the variables listed in aesthetic intelligence.
Characteristics of Giftedness in Performing / Visual Arts (Art, Dance, Drama, Music)
- communicates their vision in visual/performing arts
- unusual ability for aesthetic expression
- compelled to perform/produce
- exhibits creative expression
- desire for creating original product
- keenly observant
- continues experimentation with preferred medium
- excels in demonstrating the visual/performing arts
(Adopted from National Association for Gifted Children)