Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
I find it interesting to note that the kids who do best at fluency form a
whole subset. Their artwork tends not to be very good as far as
craftsmanship, but boy, do they have the ideas!
Just an aside...some folks might think that teaching kids with IQ's over
130 would mean a whole slew of "superior" artists, but it doesn't work that
way. I have a real challenge teaching, for example, the student who is
very talented in math or science, as opposed to the child whose skills are
more verbal. In our center, we have all the sciences on one side of the
building and the arts on the other. (for purposes of lab equipment, etc.)
Teachers refer to these as the "left brained" and "right brained" side of
the building. And we're only half joking. Our kids get to choose their
classes (to a certain extent..if the class you want is full, you go to your
next on your list) and there are kids I have NEVER taught, but whom the
math teacher has taught every semester. We have constant debates about
whether we should remediate a tendancy towards one or the other, or
celebrate it. At the moment, with our present registration policies, we do
the latter. We've been doing it for about 20 years now in this format. I
guess it is working.