ABSTRACT
A really good art teacher would be like you, Mrs. C. She would do neat projects, like this mural. And we would learn all that stuff, like mixing colors. She would be funny, too. Oh yea, she’d let us drink cokes during class, too. (Kelly, transcript; December 9, 1993)1 5
This quote by a seventh-grade participant in an artistically gifted program presents his simplified view of an area infrequently addressed in research: definitions of excellent or effective teaching relevant to the needs of artistically gifted students. Within his statement, 10 Kelly addresses both pedagogical actions (high-interest projects, technical instruction) and personal attributes (flexibility and a sense of humor), which are mentioned in the literature as central to art teacher effectiveness (Clark & Zimmerman, 1995; Saunders, 1989). 15
In education literature, extensive effort has been
1 Material which came directly from the collected data, such as Kelly’s quote, is cited by type of data and date of data collection. The three types of data used were field notes, video notes, and transcripts. As unpublished raw data, these are not listed in the reference section.
