Assuming the child is more aware and more sensitivity (
which means they will be
different from most
of the population since the number
of gifted kids ranges about 6 percent
of school -
aged children) then it is paramount that we educate these
students about themselves and the differences.
Play spaces will typically involve combinations
of: • Large areas
of hard surfaces (for a range
of ball games, rebound walls, etc.); • Smaller hard surfaced areas for hop - scotch, elastics and other small group games; • Large grassed area for running, ball games, athletics and other activities; • Play equipment for
different aged students, catering for potentially large groups
of students at any one time and providing a range
of types
of activities; • Small spaces with seating for individuals and small groups; • Smaller grassed areas for a variety
of activities requiring intimate spaces; • Sand play areas, dirt, water and planting for creative activities; • Areas suitable for marbles, small cars and toys, digging, and play with loose materials and surfaces; • Areas for dramatic / role play
which might include decks, cubbies and planting; • Shade and shelter, drinking water and other utilities; • Shrubs and trees for hiding, shelter, imaginative games; • Tables and seats for a range
of group activities; • Gathering spaces for assemblies, performances and community activities; and, • Quiet spaces as well as busy spaces.
Her unorthodox drawing courses and her innovative Image Lab,
which is part
of the Wisconsin Institute for Discovery, provide the opportunity for Barry to examine the physiological effects
of art - making with
students from
different disciplines and community members
of all
ages.