The two main approaches used to educate the gifted, enrichment and acceleration, have not been sufficiently evaluated to inform policy-makers. Future studies of giftedness should focus on understanding the intellectual, social, and personality processes involved, and on developing and evaluating appropriate educational programs. (Author/VM)

Providing a rationale for continued research into the importance of art and creativity, the author decries the lack of national encouragement for the arts and urges identification and support for young artists. Indicates that continued research may lead to more positive attitudes toward art, artists, and art education in schools. (JN)

Problems involved in identifying gifted and talented children are addressed and strategies which school districts may employ are considered. Further identification difficulties involving students from different ethnic and cultural groups, students in rural areas, females, and very young children are cited. (CL)

Pointing out the nature and scope of talent loss among low socioeconomic and minority group members, the author identifies and explores some of the issues in the retrieval of talent potential. (Author)

Photography programs are available to artistically gifted seniors at New Trier High School. Students can learn camera and darkroom techniques, photographic exposure, and preparation of individual portfolios. One highly effective project used words and numbers as the subject matter for student photographs. (CS)

Describes lesson plans in life drawing for gifted students of upper high school and college age. The sequence of seven activities includes drawing and then both contour and life drawing from a posed model. The goal was to help students understand the relationship between line and form. (CS)

Summarizes some of the major contrasts between talent development and elementary secondary schooling revealed from studying the learning and developmental processes of talented pianists, swimmers, and mathematicians. Interviews were conducted with approximately 25 individuals in each field, their parents, and some of their outstanding teachers.…

Aspects covered include federal support for the gifted, identification, the arts, the developmental process, and minority and disadvantaged gifted. Trends examined include cooperation between special and regular classroom teachers, more comprehensive program planning, and greater advocacy efforts. (DLS)

A three-stage formal identification procedure is recommended to assure identification of those gifted and talented students who need alternative programing. Following identification of a student, an individual student plan, including such information as a justification for the time the student will lose from the regular curriculum, should be…

Discusses the different characteristics that are often lumped together under the multidimensional term "giftedness." The origins of the term, the contributions of individual psychologists and others in identifying gifted students, and the life outcomes of mathematically and/or verbally precocious youth identified by talent searches are examined.…

The paper describes methods of identifying giftedness, instruments for assessing creativity, and the need for a single measure of many different kinds of talent. Development of the Khatena-Morse Multitalent Perception Inventory, which identifies talent in the areas of art, music, leadership, and creativity, is discussed. (JDD)

The role of psychologist and educator Leta Hollingworth (1886-1939) in studying the development of artistic talent in gifted individuals is examined in context of her research and current research related to general intellectual and special abilities and the appropriate education of students talented in the visual arts. (DB)

Twenty artistically talented students, aged 13-17, were interviewed concerning their perceptions of their early art talent, adult and peer encouragement, position in their families, future expectations, interest in drawing, living environments, familiarity with artists, schooling, and art ability. Results are compared with findings of other…

Interviews with 19 adolescents attending the Indiana University Summer Arts Institute examined their perceptions concerning their early art talent, adult and peer encouragement, positions in their families, future expectations, interest in creating art, living environments, familiarity with artists, schooling, and art abilities. Gender…

This interview with Maxine Greene, educational philosopher, offers perspectives on gender issues and factors that contribute to or obstruct the development of remarkable women, as well as issues in creativity, talent development, and feminism. (Author/DB)