Fifth Annual National Leadership Summit:
Identifying and Serving Gifted Native American Students
Challenging Students to QUESTION
Miss Juliana Tay
Graduate Assistant
What are we going to do?
• My background and school experience
• Gifted and high ability visual art students
• What we can do
• Implementation and examples of my students’ works
• What you can do
Who am I?
A lifetime ago…
• From Singapore – tiny, island, city
• Taught art for 11 years
• Spent 6 years in a high ability middle school
• Visual arts program head and coordinator
• Specializes in ceramics and 3-dimensional art
Currently…
• Graduate student at Purdue University
ARTS EDUCATION IN RI
FRAMEWORK
Arts & the World
Pioneer
Arts & the Community
Leader
Arts & Me
Thinker
Arts & Me
(thinker)
What does the program looks like?
Art Elective Programme (AEP) – For students who chose to study Art as an
additional subject
Year 1
Pull out class
Focus on basic drawing skills and introduction to art
vocabulary
Year 2 - 4
2 components – Studio and Theory (Study of Visual
Arts)
Studio
Exposure to different medium/ craft types
Focus on training of skills and discovery of talents
Theory
1 hour per week
Introduction to western art movements to local and
Southeast Asia artists
Art Programme Overview
Semester 1
Year 1
Year 2
Year 1
Year 2
Year 3
Year 4
Year 3
Semester 2
Studio Practice (1 hour)
Fundamentals of Drawing
Experimental Drawing
Painting - Oil/ Acrylic
Print-Making
Study of Visual Arts (1 hour)
Elements of Art
Visual Literacy I
Visual Literacy II
Basic Art Criticism
Studio Practice (2-4 hours)
Design
3-Dimensional Works
Coursework
Ideas and Imagination
Study of Visual Arts (1 hour)
Social/ Cultural
Space/ Structure
Self/
Design in
Relationships
Society
now
Who are you?
Who are the students?
Characteristics of gifted visual arts students
(Lowenfeld , 1964; Lark-Horovitz et al., (1967; Chetelat, 1981)
• Keen sense of imagination and responses to unusual objects
and situations.
• Sensitivity to elements of art (such as colors, and lines) and
principles of design (such as space, perspectives, and
movement).
• Adaptive to changes, and sense of interest in new materials.
• Desire to express visually and active in visual memory and
visual observation.
• Interest in the subject matter and medium.
Who are the students?
How do we identify them?
• Drawing tests – observation drawing/
creative drawing
• Interviews
• Portfolios
but
Is that all?
Thinking and Questioning?
Art is just about drawing!
Art is MORE than drawing
Decision making
Finding interest in the mundane
Questioning the norm
Solving the challenges as they pop up
and these are skills that the students need to have and develop in order to
grow
What can we do?
Talents Unlimited model
• It is a research-based model for teaching thinking
skills
• Using this model to get students to think and take
control of their art making process.
• Building a question bank of effective questions that
can help used in teaching.
Why this model?
1. Focus on multi-talents and not just academic abilities
2. Not age level, cultural, subject and ability specific
3. Student-centred
Self – Portrait (Painting Module)
Need more reasons?
Talents Unlimited Model - Assumptions
Underlying this approach there are the following
assumptions:
•
People have talents
•
Training in these talents can enhance one’s
potential
•
Training can be integrated with any subject
areas and enhance academic achievement.
•
The various thinking processes are also linked
to skills needed in the working world.
What is it?
Talents Unlimited Model - Background
Divided into 5 broad areas:
Productive Thinking - to generate many, varied and unusual
ideas solutions and add to them.
Forecasting - to make many a variety of predications about
possible cause and effects.
Decision-Making - to outline choices, weighs alternatives,
make judgment and justify decisions.
Planning - to design a means for implementing an idea by
describing the tasks, identifying resources, outlining the
sequence of steps and pinpointing possible problems.
Communication - to use and interpret both verbal and nonverbal forms of communication to express ideas, feelings
and needs.
How did I use it?
Talents Unlimited Model - Application
Class: Year 2 – 14 years old students
Subject: Art
Key Concept: Print-making and Self Identity
Tiered Assignment
Background:
•Learnt the different forms of printmaking techniques.
•Students are assigned a project where they have to
create their own self-portraits using a printmaking
technique.
•The theme for the assignment is Identity.
•Students have already explored this theme during their
painting module and created a painting which reflects
their interests and passion.
•Challenge the students further by asking to reflect on
their roles, relationships and culture.
Pre-assessment of students:
• There are 10 students in this class and they have
varying level of motivation and abilities.
• Grouping of the students will be based on the
different printmaking exercises that they have
done for the module as well as the level of selfawareness shown through their works which they
have done in their painting module.
but
What about the students’ morale?
Grouping of students:
Tier Characteristics of
students
1
Below average success
or students lacking drive
and focus in their work
2
Average students who
have shown some
mastery of printmaking
techniques and
understanding of self
3
Advanced students who
have shown mastery of
most printmaking
techniques and selfawareness
Activities
Names of
students
Students will focus on using lino-cut
printmaking techniques to create their selfportraits.
They will be given a variety of symbols and
icons as examples, which they will be able to
choose and modify to suit their creative
expressions.
Students will choose which printmaking
technique they want to express their work in.
They will be given a set of questions to guide
them in their thinking and development of
work.
Shawn
Nathan
Kyle
Students are expected to make use of more
than one printmaking techniques to create
their work.
Students will independently research the
ideas that they will to use in their work.
Jen-E
Han Chuan
Brandon
Si Cong
Russell
Bing Wei
Matthew
What questions to ask?
III.
LEARNING EXPERIENCES AND INSTRUCTION (Stage 3 – UbD)
a. Activities
b. Strategy
c. Questions to ask
employed
Studio Lesson 1:
Teacher shows a short
presentation about the project
and the theme for the
printmaking assignment – SelfPortrait.
Teacher then inform students on
the grading process and they
are given the rubrics for the
assignment.
The students will then be
divided into groups and given
assistance according to their
abilities.
.
.
.
..
.
Teacher to provide guidance in
the printmaking process.

Differentiation
Creative
thinking

Studio
Thinking
Studio Habits 
of Mind




d. Materials and
Resources
What are the different ways we 
can interpret the theme ‘Self
Portrait’?
What does ‘Self-Portrait’

means to you?
How can you express your
chosen idea visually?
What are the different elements
behind the image/idea?
What are the elements that you
wanted to focus on?
Are the lines/ texture able to
express the concepts/ ideas
that you want the work to
convey?
Have you consider the impact
of additional
colours/texture/shapes on your
work?
Drawing
Materials
Printmaking
materials
Rubrics
wait a minute
How does the unit plan translate
into application of the
Talents Unlimited Model?
Productive Thinking - to generate many, varied and unusual
ideas solutions and add to them.  What are the different ways we can
Teacher shows a
short presentation
about the project and
the theme for the
printmaking
assignment – SelfPortrait.
interpret the theme ‘Self-Portrait’?
 What does ‘Self-Portrait’ means to
you?
 How can you express your chosen
idea visually?
 How can you use the different
elements of art to convey your
ideas?
Forecasting - to make many a variety of predications about
possible cause and effects.
Decision-Making - to outline choices, weighs alternatives, make
judgment and justify decisions.
Individually, students to work on what
they want to express through their selfportraits and to create the basic design.
Teacher will facilitate the process by
reminding the students to consider the
different elements of art such as lines,
textures and forms.
Students will then decide on which of the
design to create into the actual work and
begin work. For the Tier 2 and 3 students
they will also have to decide what are the
printmaking techniques that they want
 What are the different elements
behind the image/idea?
 What are the elements that you
wanted to focus on?
 Are the lines/ texture able to
express the concepts/ ideas
that you want the work to
convey?
 Have you consider the impact
of additional
colours/texture/shapes on your
work?
Planning - to design a means for implementing an idea by
describing the tasks, identifying resources, outlining the sequence
of steps and pinpointing possible problems.
Teacher to provide guidance in the printmaking
process. (Idea of apprenticeship )
Self-portrait by a
Tier 1 Student
Self-Portrait by a Tier
2 Student
 What are the different
images/ resources you
need?
 What are the steps or
layers you will need to
consider first?
 What are the different
steps that you will need
to take to form the
work?
 How many colours or
layers will you be
doing?
Communication - to use and
interpret both verbal and non-verbal
forms of communication to express
ideas, feelings and needs.
 How has your work
expressed your sense of
identity in relationship to
society?
 Is your work successful in
expressing your intention?
wait a minute
Is it that easy?
What problems will I have?
1.Teacher training
2. Time
3. Assessment
Self – Portrait (Painting Module)
What are the benefits?
Self – Portrait
(Painting
Module)
Self – Portrait
(Painting Module)
now
What can you do?
Video
At your table, divide yourself into small groups
Introduce yourself and the level, subject or craft type that you
teach.
Each table will focus on developing questions for the different
areas. You can choose to create questions that are pertinent to
the subject or craft that you teach.
Write the area of focus and questions on the paper provided.
Share your questions with the rest of the class.
What kind of questions will you ask to get the students
to engage in :
Productive Thinking - to generate many, varied and unusual ideas solutions and
add to them.
Forecasting - to make many a variety of predications about possible cause and
effects.
Decision-Making - to outline choices, weighs alternatives, make judgment and
justify decisions.
Planning - to design a means for implementing an idea by describing the tasks,
identifying resources, outlining the sequence of steps and pinpointing possible
problems.
Communication - to use and interpret both verbal and non-verbal forms of
communication to express ideas, feelings and needs.
now
Ready for sharing?
Questions and Answers
Thank you for your kind attention.
Have a nice day!