Parallel Session Proceedings »
3.2.10 Art Education: A Tool for Talent Development for Underrepresented Gifted and Talented Students
This presentation will build the case that underrepresented gifted and talented (UGT) students fail to receive appropriate services to grow their academic talents. The Human Ecology Theory (Bronfenbrenner, 1979), creates a foundational framework to analyze the effects of poverty on talent development. Along with neurological research on the adverse effects of poverty and brain development (Hair, Hanson, Wolfe, & Pollak, 2015; & Luby, Belden, Botteron, Marrus, Harms, Babb, Nishino, and Barch 2013) positive research on art education and marginalized populations will be presented (Catterall, Dumains, & Hampden-Thompson, 2012; Robinson, 2013). Lacking from the research, however, is an interdisciplinary connection for art education as a transformative tool for UGT students. This presentation argues that talent development requires arts education to enrich and support UGT students. Application of a qualitative case study, design process allowed authentic interviews of professionals working in the fields of gifted and talented education, fine art, elementary education, and student advocacy to develop. The themes and opinions regarding equity, UGT students, and arts education discovered in this study provide salient recommendations for the academic community. This presentation builds the argument for arts as a transformative tool for UGT students.