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Art via culture: White, Black, and H...

Alshouse, Mirium D.

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Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings./
作者:	Alshouse, Mirium D.
面頁冊數:	166 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2567.
Contained By:	Dissertation Abstracts International69-07A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3321246
ISBN:	9780549715405

Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings.
Alshouse, Mirium D.

Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings. - 166 p.

Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2567.

Thesis (Ed.D.)--Drake University, 2008.

Problem. Black and Hispanic students appear underrepresented in the identified gifted population proportionate to their presence in the large Midwest urban school district population. Assessment of student drawings is the primary vehicle for visual art gifted identification. Evaluation practices affect on gifted identification needs to be explored to improve equity.

ISBN: 9780549715405Subjects--Topical Terms:

1018432
Education, Art.

Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings.
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245 1 0 $a Art via culture: White, Black, and Hispanic evaluator interpretation of high ability assessed through fifth grade student drawings.
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2567.
500 $a Adviser: Sally Beisser.
502 $a Thesis (Ed.D.)--Drake University, 2008.
520 $a Problem. Black and Hispanic students appear underrepresented in the identified gifted population proportionate to their presence in the large Midwest urban school district population. Assessment of student drawings is the primary vehicle for visual art gifted identification. Evaluation practices affect on gifted identification needs to be explored to improve equity.
520 $a Procedure. This qualitative case study compares evaluative interpretation of gifted potential in drawings by three three-person panels each purposefully selected to represent membership of White, Black, or Hispanic artists or art educators. Panelist's evaluated drawings from 33 fifth grade students merged with five fifth grade student drawing artifacts provided by culturally diverse adult artists all purposefully selected to represent the racial and socioeconomic composition of the large Midwest urban school district. Each drawing included a human figure. Each panelist independently evaluated and ranked all drawings. Each panel selected three drawings that most exemplify gifted potential in art. Drawings identified as exhibiting strong potential by White, Black, and Hispanic evaluative panels are compared. Evaluator panels' assessment criterion are described and compared.
520 $a Findings. Black, White and Hispanic evaluators demonstrated ability to identify potential by ranking as "strong" the childhood drawing artifacts of practicing adult artists. Research model process evaluators identified gifted potential in drawings across gender, economic status, and race as evidenced by "strong potential" being found in drawings by males, females, Whites, Blacks, and Hispanics, from various economic circumstances. White, Black, and Hispanic evaluator panels' shared evaluative criterion included line, shading, and composition. All panels identified the same drawings as demonstrating the strongest evidence of gifted potential.
520 $a Recommendations. Identification procedures should require students nominated for gifted assessment to reflect the gender, racial, and socio-economic characteristics of the nominating level population. Assessment process should be stratified such that students are compared in groups with students of similar educational opportunity and experience. Identification portfolios should include multiple examples of media and topic comparable evidence submitted for blind review to an identification panel composed of evaluators who collectively encompass racial, gender and professional differences and aesthetic sensibilities associated with a diverse art community.
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650 4 $a Education, Special. $3 606639
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Hispanic American Studies. $3 1017793
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773 0 $t Dissertation Abstracts International $g 69-07A.
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790 $a 0387
791 $a Ed.D.
792 $a 2008
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