Artistic talent is examined by countering popular misconceptions about students with superior abilities. A conception of artistic talent is presented in which parallels are drawn between the representation of intelligence on a normal distribution and representation of talent in art on a naive-to-sophisticated continuum. (Author)

The article presents a chronological review of reseach from 1912 to the present on the identification of elementary and secondary students with superior abilities in the visual arts. Among issues raised are the relationship between IQ and talent and the nature of qualitative differences between talented and less able children. (CL)

Reviews research on high-ability art students' perceptions of talent, themselves, their families, and schools; gender issues in art talent development; and a case study of intervention with one artistically talented student. Makes recommendations for further research to guide education for high-ability art students. (SK)

The history of research and attention to artistically talented students from 1850 to the present is offered in this article. Programs for these students have lacked valid test instruments, longitudinal studies, and in-depth research. (DF)

Procedures for selecting artistically gifted students include nominations, portfolio reviews, creativity tests, biographical inventories, and class observation. Because objective assessments are hard to make, schools should use a variety of identification procedures to discover the truly talented. Examples of checklist forms are given. (CS)

This panel interview from the Indiana University Summer Arts Institute finds Enid Zimmerman and Gilbert Clark reporting on their recent research about screening and educating artistically talented students. The role of prepared portfolios in student evaluation is discussed and commentary from other members of the panel included. (PB)

Recommendations for educating highly able artistically talented students at a proposed Israeli science and art high school include consideration of the following: student identification and characteristics; teacher selection and strategies; curriculum content; educational arrangements and settings; and acceleration and enrichment practices.…

This paper offers a critical examination of definitions, issues, and practices relative to identification of students who are gifted and talented in the visual arts. The lack of agreement on the definition of talent in the arts is discussed, along with the role of culture, student characteristics, creativity, skills, cognitive abilities, affective…