Presents a theoretical framework for educating artistically talented students formulated through the integration of Feldman's "Universal to Unique Continuum" and Clark and Zimmerman's "Naive to Sophisticated Art Content Model." Draws implications for the education of artistically talented students. (Author/JDH)

Schur's labeling theory as it applies to deviant behavior is critiqued. His labeling theory is shown to have relevance to labeling artistically talented students after some items in the theory are changed or expanded to accommodate more positive aspects of labeling the artistically talented in contrast to labeling delinquents. (Author/RM)

This review on education for the artistically gifted considers trends in student identification, curriculum, and program evaluation over the period 1924-1980. (SJL)

Using 103 adult art students, this study sought to develop a theoretical model for identifying those gifted in art, based on the hypothesis that cognitive complexity, executive skill in drawing, and affective intensity correlate significantly with behaviors consistent with artistic success. Results confirmed the importance and measurability of…

Examines the experiences of a teacher and her artistically gifted students over a year in an attempt to add to the definition of effective teaching for that population. Possible ramifications of this study include further exploration of the themes of curriculum rhythm and translation as components of art teacher effectiveness. (DSK)