Linking the Nature of Secondary School Students who are Highly Artistic with Curriculum Needs and Instructional Practice

Victoria Visconti

Abstract


This exploratory qualitative investigation examined the nature of 7 secondary school students who are highly artistic to link visual arts programs that best accommodate their learning needs. Instrumentation for data collection included 1 questionnaire, 3 in-depth semistructured one-on-one interviews, artwork documents, observations, and field notes. Findings related to creativity, motivation, social and emotional perspectives, and cognitive processes supported the significance and benefits of visual arts in student growth. Results identified the development of critical thinking, problem-solving skills, risk-taking, meeting challenges, transferability of skills, extending local and world connections, and environmental and societal concerns. Through artwork production and insight into their needs, students conveyed valuable suggestions for programming enhancements and visual arts classroom settings. These findings are meaningful for educators and curriculum developers as they distinguish the importance of diversified and differentiated learning opportunities in engaging students who are highly artistic to meet their optimal potential, and suggest implications for educational practice.

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