Music instruction for gifted and talented students is described in terms of the three levels of activities in J. Renzulli's Enrichment Triad Model: general exploratory experiences, group training activities, and individual and small group investigations of real problems. (CL)

The author reviews the theories of S. Orton relating neurological factors to dyslexia. He further considers possible advantages of a predisposition to dyslexia, including the possession of talents. He answers four common critiques of Orton's biological approach to dyslexia, and suggests instead, the advantages of such an approach. (CL)

The article discusses teaching gifted and talented students and presents several guidelines for constructing facilitative learning environments for such students. (DLS)

Eleven specific suggestions for American advocates of the gifted and talented to follow, based on the Japanese way of handling such matters, are offered, including the provision of creative materials for young children and their parents and training in group and team creativity. (Author/DLS)

Film techniques are suggested for use with gifted students. Pre- and post-showing discussions are described, as well as projects involving students as film critics and directors. (CL)

Reviews the current state-of-the-art of research on the gifted. (MLF)

This section of the journal describes approximately 40 local projects and programs for gifted and talented students, arranged alphabetically by states. Information presented includes program name, address, telephone number, grade levels, identification tools used, evaluation measures used, visitation information, and a description of the program…

Research has led to greater understanding of the career choices and needs of gifted and talented individuals and identification of appropriate career assessment instruments and interventions. Gifted girls/women and members of minority groups have special career development needs to be considered. (SK)

Provides brief synopses of the eight components of the program standards from the California gifted and talented education legislation (AB 2313, effective January 1, 2001): Design, identification, curriculum and instruction, social and emotional development, professional development, parent and community involvement, assessment, and budgets.…

In reviewing the Lumsden and Findlay model of creative ontogeny and its potential influences on geneculture coevolution, the authors found it consistent with certain aspects of the creative process and suggestive of promising new research avenues. They also concluded that biologically based models, especially concerning cultural innovation, must…

The author, a South African, contrasts attitudes toward the academically gifted with those toward the athletically gifted and proposes that the high standards expected of the latter on the playing fields should also be expected of the former in the classroom. (DB)

Bloom discusses mastery learning and automaticity. Automaticity involves a skill that is so overlearned that it becomes almost automatic. Automaticity is central to the work of talented individuals but requires tremendous time to develop and maintain. (KS)

An interview with Hugo Fiorato, the conductor of the New York City Ballet, recounts his musical education, special problems of conducting for a ballet company, the training of orchestra members and conductors, and mentorship. (DB)

This chapter summarizes the lessons learned from the over 25 years of research conducted by the Center for Talented Youth, as well as the prior 10 years of research conducted by Dr Julian Stanley and his graduate students. This summary also includes work done by the several other talent searches (Duke, Northwestern and Rocky Mountain), although a…

Children are often far more gifted than their parents or teachers realize--and in different ways. IQ tests do not measure creative talent. Most children start life with valuable creative potential. Unfortunately, many of them have it knocked out of them, so to speak, by the time they reach the 4th grade. It is not that parents and teachers…