Tending the special spark: Accelerated and enriched curricula for highly talented art students

Abstract

In this article, recommendations are set forth for educating highly able artistically talented students at the proposed science and art high school in Israel, derived from Stanley's and other models in the education of academically gifted students. Consideration is given to areas of student identification and characteristics, teacher selection and strategies, curriculum content, and educational arrangements and settings and how practices of acceleration and enrichment relate to these areas.

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