ABSTRACT
In practice, the performing arts – dance, music, theatre – are often structured as group endeavors. They are ensemble-based and collaborative, where participants work together to produce an end, shareable product. For artistically gifted as well as intellectually gifted students who participate in performing arts classes, this learning structure might promote frustration or boredom. This chapter focuses on ways gifted students and teachers might engage in performing arts practices to flourish individually while also contributing to group success. Using disciplinary literacy as a framework, this chapter provides strategies to differentiate instruction in dance, music, and theatre using different artistic roles, texts, and practices. Next, it discusses interdisciplinary approaches to curriculum, citing ways for non-arts teachers to incorporate performing arts in their classrooms to support gifted students. Finally, opportunities are outlined for students to extend their artistic prowess outside of the classroom through performance-based assessments and enrichment experiences in the arts community.
