The requirements for gifted education programs in the visual and performing arts are discussed, stressing the need for comprehensive assessment of aptitude, achievement, and attitudes of gifted students. The unique nature of learning activities and inservice programs for teachers in the arts are considered. (CM)

The author suggests some approaches for facilitating the imagination and imagery activity essential to creative production in the visual and performing arts. Literature is reviewed on creative imagination imagery, the function of imagery, perception imagery and art, abilities and the visual performing arts, and facilitating the use of imagery.…

Findings of research seeking predictors of mature creative achievement in the early artistic development of the Swiss painter, Paul Klee; the French painter, Henri Toulouse-Lautrec; and the Spanish painter and sculptor, Pablo Picasso are presented. Discussion is organized into four sections. The first section offers an overview, rationale, and…

Describes the characteristics of the visually gifted student, comparing and contrasting this type of youngster to the academically gifted student. Part of a theme issue on art education for students with special needs. (SJL)

A review of the research on similarities and differences between creative women and men in the areas of the visual arts, creative writing, mathematics, musical composition, and science suggests a need for educators to stress the importance of commitment and intensity in pursuing a chosen field. (DB)