Abstract

The purpose of this study was to assess accommodations for gifted art students of culturally diverse backgrounds, to see how socio-economic class and culture influence identification and opportunities for gifted art students, and to identify similarities and differences among gifted art students. I conducted and analyzed interviews with five art teachers and five artistically talented students around Phoenix. Teacher interviews indicated all art teachers had experience teaching diverse students. Teachers define artistic talent a natural ability, and look at the student’s product. Teachers recommend students to community art classes. Teachers vary in support, some having more than enough resources, others saying they need smaller class sizes, or want to take students to artist studios. Results from student interviews reveal all students were self-motivated to do art everyday, some after a big life event, such as depression or family death. Students think of art as something relatable, defining art vaguely. All students have future plans with art in college or their free time. Participants had supportive/encouraging art teachers and parents and had art materials readily available. Because of the need to prepare for growing diversity, art teachers may benefit by gaining a better understanding of artistically talented students of diverse backgrounds.

Keywords: Art Education, Cultural Diversity, Artistically Talented, Gifted, High School Students

How to Cite:

Reeves, A. M., (2016) “Education of Artistically Talented Students from Selected Socio-Economic and Culturally Diverse Backgrounds”, Marilyn Zurmuehlen Working Papers in Art Education 2016(1), 1-15. doi: https://doi.org/10.17077/2326-7070.1493

Rights: Copyright © 2016 Audrey M. Reeves