Publication Date

1988

Document Type

Dissertation/Thesis

First Advisor

Chesler, S. Alan

Degree Name

M.A. (Master of Arts)

Department

Department of Theatre Arts

LCSH

Gifted children--Education--Curricula||Creative ability in children||Theater--Study and teaching (Secondary)--Curricula

Abstract

The comprehensive theatre arts curriculum presented in this text is an ideal blueprint for a theatre arts program at the secondary level for the creatively gifted. "Creatively gifted" is defined in this program as gifts or potential of an artistic nature not necessarily associated with academic gifts. This program was designed for use in Illinois schools and meets the gifted requirements published by the Illinois State Board of Education. The curriculum is committed to identification, development and nurturing of the creatively gifted individual. It seeks to service those who have diverse interests in theatre arts, including the areas of acting/directing, design/technology, theatre history/drama. These areas are structured by program objectives which are modified versions of the State of Illinois' Model Learning Objectives for the area of Fine Arts. To achieve the program objectives, teaching-learning models have been implemented. Teaching and learning are enriched in the areas of content, process and product. The curricular models of Jerome Bruner and Benjamin 31oom structure the cognitive content while offering a learning process to the student that stresses completion of final products. Calvin Taylor's "Multiple Talent Approach" is concerned with integrating and strengthening individual talents within the learning process. Donald Treffinger's "Self-Directed Learning Model," and the matrix developed along with John Feldhusen and Robert Hohn, affords the student the opportunity to strengthen creative thinking skills, increase motivation and foster task commitment by participating in individualized, self-directed learning tasks. The key to an effective and efficient gifted program is the implementation of regularly scheduled assessments of both student and curriculum. The students are evaluated on the quality of their work and in the areas of creative thinking skills, interpersonal skills, intrapersonal skills and thinking skills. The program is assessed by students, parents, administrators and teachers. Their assessment covers a range of concerns from operating costs, to program expectations, to community support and/ or involvement in the program. This curriculum is a balance between intrinsic and extrinsic education. It promotes nurturing of the whole, creatively gifted student.

Comments

Bibliography: pages [103]-109.

Extent

vi, 135 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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