© Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 1 BALTIMORE COUNTY PUBLIC SCHOOLS Office of Art 6901 Charles Street Towson, Maryland 21204 410-887-4030 FAX 410-887-3175 The Gifted and Talented Art Program The Gifted and Talented art program is a secondary program that is available in all middle and high schools. Eligibility for the program is determined by a nomination process and submission of a portfolio of required art works. Preparing students for the program may begin as early as grade 4 at the elementary level.
Teachers who recognize students who show particularly strong interests and skills in art may prepare students by offering enrichment classes after school or by differenti- ating student visual problems in class. Interested students may begin preparing a portfolio of work which is can be forwarded to the middle school at the end of grade 5 for review by the visual arts team. These students may then be recommended to participate in a portfolio preparation class that meets after school.
Where student numbers are high and scheduling permits, a class may be scheduled during the school day. Middle school teachers will formally work with students to develop work for their portfolio ... more. less.
in preparation for the review process which takes place in the spring of grade 6. Students whose portfolios meet the eligibility criteria will receive GT programming the semester or school year following submission of their portfolio.<br><br> Students whose portfolios do not initially meet the eligibility criteria may continue to reapply each year thereaf- ter if they wish to pursue the program. Students in the Gifted and Talented art program are provided differentiated instruction in their art classes in middle school and high school courses. Individual GT art classes may be scheduled in those schools where enrollment in the program make it feasible to create a full class.<br><br> Instructional activities and performance assessments (art- works, written reflections, critiques, etc.) are focused on the G/T indicators for each grade level and course. Students are provided experiences intended to develop and refine observational drawing skills, broaden experiences in a variety of media, solve challenging problems of visual composition, and develop creative thinking. As students move into high school, emphasis is placed on development of artistic behaviors requiring students to work independently, pursue and develop visual ideas in greater depth, and continue refinement of observational skills and skills with media.<br><br> Student work is evaluated on quality (originality, visual impact, con- cepts presented, and use of media), concentration (ability to focus on an idea/concept and explore a variety of ways of expressing the idea/ concept), and breadth (willingness to cstretch d or explore new media and ideas). Sustained studio experiences (in school or out-of-school field trip/workshops) are recommended and are periodically scheduled with intensity and frequency varying according to available time. Full day studio experiences enable students to have opportunities to experi- ence the authentic process of artistic production through sustained time on task.<br><br> Students interact in groups, work individually, assess group and individual progress, provide feedback and critique each other 9s works. Studio experiences (drawing/painting on location, sculp- ture workshops, craft workshops, etc.) are coordinated by the art teacher and may be scheduled in conjunction with museum visits, artist-in-residencies, artist studio visits, or conducted at local colleges by the local school, area clusters of schools, or county-wide. Program Description and Expectations © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 2 Students in the Gifted and Talented Art Program will: " Solve a variety of visual problems to develop skills in critical /creative thinking, problem-solving, and decision-making " Engage in using a variety of media and techniques to develop breadth in skills with media " Research or pursue an area of interest to develop independent thinking and depth through the studyof artist, art style, technique or theme " Analyze artworks of self and others to develop skills in making and articulating aesthetic judgements " Study artworks of different cultures and times and their own culture to understand the contributions and roles of artists and art in society " Receive counseling in career and advanced art education " Serve as a resource to peers, school, and community " Apply knowledge of art to daily living Requirements for continued eligibility are based on expectations of student performance.<br><br> Students are expected to maintain: " a portfolio of work that includes evidence of process, progress, and best works " written, oral, and artistic products that evidence growth " a sketchbook/journal " student volunteerism activities as evidenced through art services and citizenship to the school and community " a minimum grade of B for three quarters of the school year. Eligibility will be reevaluated on a semester basis. A student must receive at least one B in the first semester to continue in the GT program during the second semester.<br><br> Should students 9 grades drop, they will be informed by the teacher that they have one quarter to raise it to the expected level before they lose their GT eligibility. Students may reapply to the GT art program the following year if they wish to be reconsidered. BALTIMORE COUNTY PUBLIC SCHOOLS Office of Art Expectations of Students in the Gifted and Talented Art Program Program Description and Expectations © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 3 TO: Parents of Baltimore County Public Schools Students FROM: Coordinator of Art RE: Parent Nomination/Permission Form for Gifted and Talented Art Portfolio Review The Office of Art is interested in identifying students with special abilities in art for the purpose of providing learning experiences that will meet their needs and develop their potential.<br><br> Learning strategies for students identified eligible for gifted and talented programming provide a greater challenge to the student 9s technical and creative thinking skills. We will identify these students through a process that begins with nominations by parent, art teacher, and self and the presentation of a portfolio of art work (portfolio requirements are attached). A review team composed of art professionals such as teachers and members of the central art office staff will review nominations and portfolios to make recommendations of students for special programming.<br><br> Students selected for the Gifted and Talented Art Program will be meeting with their art teachers to identify and plan for individual needs. Identified students may be given diagnostic tests to aid in program planning. As a parent/guardian, you have knowledge that could be helpful in the Gifted/Talented Art Program portfolio review process.<br><br> Please complete the form below. (All information will be held in strict confidence.) Your signature indicates not only your permission for your son/ daughter to participate in the Gifted/Talented portfolio review process but also your cooperation and support for your child 9s artistic development. Parent Nomination My child, , has permission to participate in a special Gifted and Talented Art program if he/she is selected.<br><br> I understand that diagnostic testing may be used as part of program planning. Parent 9s Signature Date BALTIMORE COUNTY PUBLIC SCHOOLS Office of Art 6901 Charles Street Towson, Maryland 21204 410-887-4030 FAX 410-887-3175 Comments: Interested in expressing him/herself visually through such things as clothing, visual environment, leisure activities Proud of his/herartistic achievements; sets high standards for self, idealistic Appreciative and enjoys the work of others Individualistic, shows originality, inventive Self-motivated, productive, an independent worker My child is: Always 4 Often 3 Some- times 2 Don't know 1 Never 0 © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 4 PORTFOLIO # STUDENT APPLICATION AND SELF-NOMINATION FOR THE GIFTED AND TALENTED ART PROGRAM List 2 reason you are applying to the G/T Art Program: Race (Information is requested for data gathering purposes): (Circle) 1 American Indian 4 White (not of Hispanic origin) 2 Asian 5 Hispanic 3 African American 6 Other I am: Self-motivated, productive, an independent worker Interested in expressing myself visually through such things as clothing, visual environment, leisure activities Proud of my artistic achievements, set high standards for myself, idealistic Appreciative and enjoy the work of others Individualistic, show originality, inventive Last Name First Mid. Init.<br><br> ` Date of Birth M F Pupil Personnel I.D. No. (Obtain from Guidance Dept.) Sex (Circle) Anticipated High School Home Address City State Zip Home Phone Father 9s (Guardian 9s) Name Occupation ` Work Phone Mother 9s (Guardian 9s) Name Occupation Work Phone Self-Nomination Always 4 Often 3 Some- times 2 Don't know 1 Never 0 © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 5 5th GRADE DIAGNOSTIC DRAWING FOR NOMINATION FOR THE GIFTED AND TALENTED ART PROGRAM Student Name Pupil Personnel ID No.<br><br> School Projected Middle School Home Address Phone This drawing will be your first introduction to the art department at your middle school. DIRECTIONS: Find an object that you find interesting that has a lot of interesting edges and/or textures (a shoe, a backpack with straps, a rocking chair, a potted plant, etc.). Look at the object and draw it as carefully as you can to show all its details.<br><br> Use line and a range of shading to make the object look three-dimensional. 5th Grade Diagnostic Drawing © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 6 Can formulate new problems arising from a given task Gives evidence of an ability to organize space in a composition Is imaginative in selection of subject matter Has a unique way of representing subject matter Can depict images from imagination or observation that communicate personal ideas Uses colors, values, sizes, textures, and shapes for desired effects Consistently performs at a high level Is self motivated, works well independently Always 4 Often 3 Some- times 2 Don't know 1 Never 0 Date Art Teacher 9s Signature COMMENTS THE STUDENT: 5th Grade Art Teacher Nomination 5th GRADE ART TEACHER NOMINATION FOR THE GIFTED AND TALENTED ART PROGRAM Student Name Pupil Personnel ID No. School Projected Middle School Home Address Phone DIRECTIONS: Place a check in the appropriate column and write comments where applicable.<br><br> © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 7 Secondary Art Teacher Nomination SECONDARY ART TEACHER NOMINATION FOR THE GIFTED AND TALENTED ART PROGRAM Student Name Pupil Personnel ID No. School Projected Middle School Home Address Phone Can formulate new problems arising from a given task. Gives evidence of an ability to organize space in a composition.<br><br> Is imaginative in selection of subject matter Has a unique way of representing subject matter. Can depict images from imagination or observation that communicate personal ideas. Uses colors, values, sizes, textures, and shapes for desired effects.<br><br> Consistently performs at a high level Is self motivated, works well independently Always 4 Often 3 Some- times 2 Don't know 1 Never 0 Date Art Teacher 9s Signature COMMENTS DIRECTIONS: Place a check in the appropriate column and write comments where applicable. THE STUDENT: © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 8 BALTIMORE COUNTY PUBLIC SCHOOLS GIFTED AND TALENTED ART PORTFOLIO REQUIREMENTS Middle School Grades 6, 7, 8 Students seeking acceptance into the Gifted and Talented Art Program are required to submit a portfolio of their art work along with a sketchbook. Students have the option of including art works that have been completed either in school or at home.<br><br> All nominated students 9 portfolios will be reviewed by a Portfolio Review Team and will be based on the following: MS Portfolio Requirements PORTFOLIO REQUIREMENTS If at all possible, size of work should not exceed 18"x24" 1: B&W or COLOR DRAWING or sculpture of an OBJECT from direct observation. Select an object that has interesting edges (such as a chair, potted plant, sneaker, etc.) and place it on a surface. Draw or sculpt it exactly as you see it.<br><br> Use the art medium to make it look as realistic as realistic as possible. 2: B&W or COLOR DRAWING or sculpture of AN ACTUAL PERSON from direct observation not from a photograph. Have someone you know sit in front of you.<br><br> Draw or sculpt the figure to show proportion. 3: B&W or COLOR DRAWING or PAINTING from imagination . Make a picture that tells a story about an imaginary place, object, or person.<br><br> Include as many visual details as possible to tell your story. 4: Two to three other artworks (ANY MEDIA: 2D or 3D) representing the student 9s artistic strengths. (Work cannot be copied from other sources) 5: SKETCHES - collection of sketches which indicate ideas and interests.<br><br> (Original cartoon characters, sto- ries, etc. created by the student may be included as long as they are not copied from other sources.) 4 The work in the portfolio provides strong evidence of potential for success in a challenging art program. Evident are: " effectively organized compositions and concept development " unique, original and/or well-developed ideas " a large number of works demonstrating quality, evidence of commitment, and interest in communicating visually " skillful use of media R: Recommended for G/T Art Program The work in the portfolio provides adequate evidence of potential for success in a challenging art program.<br><br> Evident are: " generally well-organized compositions and concept development " generally unique, original, and/or well developed ideas " an adequate number of works demonstrating quality, evidence of commitment, and interest in communicating visually " good use of media R: Recommended for G/T Art Program The work in the portfolio provides some evidence of potential for success in a challenging art program. Evident are: " attempts at organizing compositions, some needing further development " generally good ideas needing further development " a limited number of works demonstrating some evidence of commitment and interest in communicating visually " average use of media NRR: Recommended to continue developing portfolio and reapply in the fall. The work in the portfolio provides limited evidence of potential: " limited composition/concept development " limited quality and quantity of work " limited skill with media NR: Not recommended at this time.<br><br> 3 2 RUBRIC FOR PORTFOLIO REVIEW 1 © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 9 Degree to which the following traits are observed in the artwork: COMPOSITION (organization of space using art elements and design principles) " Size, placement, and/ or contrast of image(s) create variety and interest 1 2 3 4 " Line, color, shape, texture, and/or form are effectively used to elaborate and/or unify the composition 1 2 3 4 " The picture plane is fully considered 1 2 3 4 RENDERING FROM OBSERVATION (skill and accuracy in depicting three-dimensional objects on a two-dimensional plane) " Contours, shapes, sizes are carefully observed 1 2 3 4 " Proportions are carefully observed and show accuracy 1 2 3 4 " Spatial relationships are carefully observed 1 2 3 4 TECHNIQUES USING MEDIA (effective use of media, materials, tools) " Line quality or line technique is effectively varied 1 2 3 4 " Shading is varied - range in tonal values: blacks, grays, whites 1 2 3 4 " Craftsmanship and technical skill with media are evident 1 2 3 4 If color or 3-D media is submitted: " Color and/or color value is effectively applied 1 2 3 4 " Surface finish shows craftsmanship 1 2 3 4 Degree to which the following traits are observed in the artwork: CREATIVITY and CONCEPT DEVELOPMENT " Ideas or images are unique and/or original with strong visual impact 1 2 3 4 " Ideas are well developed 1 2 3 4 SKETCHING " Ideas are generated by observing from life, imagination, experimenting with materials, exploring images through sketching, note-taking 1 2 3 4 Baltimore County Public Schools Office of Art RATING SCALE FOR TEACHER and STUDENT SELF-ASSESSMENT OF PROGRESS for use in assessing individual work during portfolio preparation This rating scale can be used by teachers and students to do a preliminary evaluation of work. It can help students determine w hether they are achieving the higher levels of each trait described. Student Teacher minimally/rarely occasionally consistently frequently Artwork # Self-Assessment of Progress © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 10 SKETCHBOOK IDEAS From Observation: 1.<br><br> Create a drawing of a corner of your room using size, placement, and overlapping to create the illusion of depth. 2. Arrange your chair so that you can look down at your feet.<br><br> Create a realistic drawing of your feet (in shoes or barefoot) and at least part of your legs. 3. Draw your hand holding an object (pencil, keys, flower, paper, glass, telephone, etc.).<br><br> 4. Observe and draw your hand in various positions, or draw several views of your hand in oneposition. 5.<br><br> Create a drawing of a scene looking through a doorway. Emphasize the illusion of depth using size, placement, and overlapping. 6.<br><br> Create a series of architectural sketches using a viewfinder to isolate interesting areas. 7. Create studies of natural objects: shells, twigs, acorns, etc.<br><br> 8. Create close-up studies of intricate human-made objects: computer keyboard, camera, car, etc. 9.<br><br> Create studies of tools: hammer, scissors, pliers, etc. 10. Create studies of facial features: eyes, ears, nose, mouth (look in a mirror).<br><br> 11. Draw several self-portraits demonstrating different facial expressions. 12.<br><br> Create a drawing of the inside of a closet. From Imagination: 1. Draw your worst nightmare, including as much detail as possible.<br><br> 2. Illustrate a section of a favorite book. 3.<br><br> Design an imaginary creature and place it in an environment. 4. Design a futuristic vehicle.<br><br> 5. Create a drawing of an inanimate object and make it come to life. 6.<br><br> Draw yourself as an adult. Problem-Solving: 1. Create studies of things that have reflective surfaces.<br><br> 2. Create a drawing from an unusual point of view (an ant, a bird, etc.). 3.<br><br> Create studies of things that twist and turn. 4. Create studies of things that overlap.<br><br> 5. Create drawings that demonstrate similarities in unusual objects (how is a key like a paint brush?) © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 11 Use the following questions to analyze your work on a regular basis. You will find them helpful in developing your ideas.<br><br> ____ Have I selected unique and original images and ideas? ____ Have I completed several preliminary sketches exploring my ideas? ____Have I really looked at the object(s) and tried to draw what is actually there?<br><br> ____ Have I considered the size relationships and proportion in my composition? ____ Have I used a variety of lines that help to communicate characteristics of the selected object(s)? ____ Have I used space to create an interesting composition?<br><br> ____ Have i considered the entire picture plane? ____ Have I selected the most interesting point of view? ____ How can I exaggerate the light and shadow areas to make the drawing seem to have greater dimension?<br><br> ____ Does my work reflect high standards of craftsmanship and technical skill? Student Self-Assessment Questionnaire Use the following questions to analyze your portfolio development: ____ Does my portfolio reflect a range of my best works? ____ Does my portfolio reflect my areas of concentration?<br><br> ____ Am I maintaining records of the artistic process on a regular basis? ____ Have I presented my work neatly? Sketchbook: ____ Does my sketchbook record my thinking?<br><br> ____ Have I included a variety of observational drawings? ____ Have I used my sketchbook to explore my ideas? ____ Have I experimented with different materials and techniques?<br><br> ____ Have I recorded notes about my ideas? © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 12 Answer the following questions with a cYES d or cNO d in order to discover ways you think and/or feel about yourself as an artist and your art work. YES NO ___ ___ Are you sensitive to color?<br><br> ___ ___ Do you notice how changes in light affect the things you see? ___ ___ Do you find yourself noticing things that your friends may miss, such as the colors of autumn leaves or the shape of clouds? ___ ___ Do you like to draw or make things with your hands?<br><br> ___ ___ Do you get clost d in an art project and lose track of time? ___ ___ When a work of art turns out wrong, are you willing to throw it out and start again? ___ ___ Are you curious?<br><br> ___ ___ Do you like to solve problems? ___ ___ Do you keep an open mind about new and un usual forms of art? ___ ___ Do you like to experiment with new materials and techniques?<br><br> ___ ___ Do you set aside time each day to work on an art project or study someone else 9s work? ___ ___ Do you keep at a project until it is finished? ___ ___ Can you meet deadlines?<br><br> ___ ___ Do you try to work even when you don 9t feel cin the mood d? THINKING AS AN ARTIST NAME: DATE: Number of items checked with cYES d ___________ Number of items checked with cNO d ___________ Select two items checked with a cNO d and identify what you may need to do in order to change them to a cYES d response. 1.<br><br> _____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. _____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 13 CAREERS IN ART It may be too soon for you to make a decision about your future. However, if you are talented and enjoy problem solving and creating visual images, then you may want to consider a career in art.<br><br> Following are a number of art careers in different field s. As you read, think about each one and keep those that interest you in mind. It 9s never too soon to consider career possibilities.<br><br> GRAPHIC DESIGN: artists work as members of a team that may include art directors, layout and pasteup artists, calligraphers, air brush artists, engravers, and sign painters. EDITORIAL DESIGN and ILLUSTRATION: Newspaper, magazine, and book publishers employ graphic designers as art direc- tors, illustrators, layout artists, photographers, and printers. COMPUTER GRAPHICS: This is the most recent addition to the world of commercial art.<br><br> A career in this field combines a strong background in design with knowledge of computer technology. TELEVISION GRAPHICS : designers must be able to use all art, electronic, and computer designing media and techniques. INDUSTRIAL DESIGN: They plan the forms of everything from dinnerware and furniture to automobiles and space vehicles.<br><br> PACKAGE DESIGNERS: produce boxes, tubes, bottles, shopping bags, and other containers. They use color and shape to make each package unique, appealing, and functional. FASHION DESIGNER: designs clothing, hats, handbags, shoes, gloves, jewelry, and other apparel.<br><br> ARCHITECTURE: Architects design buildings that function properly, are well constructed, and are aesthetically pleasing. CITY PLANNING: City planners are trained as architects, but they are mainly concerned with the care and improvement of city environments. LANDSCAPE ARCHITECTURE: design outdoor areas around buildings, playgrounds, parks, and along highways.<br><br> They create designs using flowers, plants, trees, shrubs, rivers, ponds, lakes, walks, benches, and signs. INTERIOR DESIGNERS: plan the decoration of interior spaces, such as homes and offices. Successful designers use styles and materials that blend with the architecture and that please the client.<br><br> © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 14 EXHIBIT AND DISPLAY DESIGNERS: work for trade shows, department stores, showrooms, art galleries, and museums. They plan presentations of collections, temporary exhibits, and traveling shows of all types. They decide which things should be gro uped together and how they should be lit.<br><br> PHOTOGRAPHY: Photojournalists are visual reporters. They work for newspapers and magazines. Other careers in photography include fashion, product, food, architecture, and medical photography.<br><br> ART DIRECTION for the PERFORMING ARTS: In the theater the art director works with scenic, costume, and lighting designers, as well as makeup artists and hair stylists, to make all elements of the show fit together. SPECIAL EFFECTS DESIGNER: artists that are a combination of painter, sculptor, and engineer. They create the magic illusions for film and TV.<br><br> They have the ability to imagine and create fantasy scenes or creatures that look real. ANIMATION: The art of moving cartoons was invented for film, but it is used on TV as well. ART EDUCATION: people who like to share their knowledge and skills and have a strong interest in art .<br><br> Art therapists, also teachers, use art to help people with their emotional and physical problems. They work in psychiatric hospitals, community cent ers, drug and alcohol treatment centers, and prisons. ASSIGNMENT : From the visual arts careers listed choose one that seems interesting.<br><br> Through personal interview or library research, write a brief biography of one person [famous or not so famous] who has had experience in this career. Report your findings to the class. CAREERS IN ART (continued) © Baltimore County Public Schools Office of Art, 2002 THE GIFTED AND TALENTED ART PROGRAM 15 Books and Periodicals A Kick in the Seat of the Pants .<br><br> von Oech, Roger. New York: Harper and Row Publishers, 1986. Art Synectics: Stimulating Creativity in Art - A Teacher's Guide Roukes, Nicholas.<br><br> Calgary, Alberta:Canada, 1982. A Whack on the Side of the Head von Oech, Roger. New York: Warner Books, 1936.<br><br> Drawing on the Artist Within Edwards, Betty. Los Angeles: J.P. Tarcher, Inc.<br><br> , 1984. Drawing on the Right Side of the Brain Los Angeles: Edwards, Betty. J.P.<br><br> Tarcher, Inc. , 1979. Experiences in Visual Thinking McKim, Robert H.<br><br> Boston: PWS Engineering, 1980. Rapid Viz: A New Method for the Rapid Visualization of Ideas Hanks, Kurt and Belliston, L. Los Altos California: William Kaufmann, Inc., 1980.<br><br> Visual Workouts: A Collection of Art-Making Problems Johnson, Mary Frisbee. Englewood Cliffs, New Jersey: Prentice- Hall, Inc., 1983. Gifted Child Quarterly The Quarterly Journal of the National Assoc.<br><br> for Gifted Children JSGE The Journal of Secondary Gifted Education Parenting for High Potential National Association for Gifted Children Roeper Review Journal on Gifted Education Understanding Our Gifted Open Space Communications, Inc.