Identifying and Instructing the Gifted in Art

Abstract

affect them. The lack of art specialists at the elementary level, limited art materials and resources in most classrooms, and parental indifference to art in the schools hamper development of art as part of the curriculum. Parents commonly speak of their children's lack of talent in art-an attitude so prevalent, that it may be easier for the youngster to accept recognition for lack of art ability than to seek recognition for achievement. A 1963 survey indicated that in over half of American elementary schools, the classroom teacher is expected to teach art without help from an art specialist. Further, professional preparation in art education is not a requirement for certification in the majority of school systems.' A common belief among art educators is that young children are creative with art materials. In a survey by Schwartz, 70% of the art specialists sampled agreed that all children have innate creative potential.2 This belief may partially explain the scarcity of information concerning individualized instruction for the artistically gifted child. Considerable concern has been

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