Gifted students can learn to direct their thinking to maximize learning and creative production. They do this by stating what they intend to do, choosing strategies and appropriate conditions for thinking, and self-monitoring. The article describes techniques for developing self-directed thinking and applies these techniques to a class assignment.…

The importance of arts education for gifted students is discussed, and the terms creative, aesthetic, and artistic are defined. Four suggestions for encouraging artistic talent, including establishing a resource file of master artists and arts institutions, are presented. (CL)

This retrospective case study investigates the experiences of a highly gifted young artist and two mentors who guided his high school development. Examination of the mentors' influences on the artist's cognitive and affective development found that the mentorship validated the boy's style of thinking, sharpened metacognitive abilities, helped with…

This article compares Creative Problem Solving (CPS) to the investigative procedure of Type III enrichment in the Schoolwide Enrichment Model to show that the two models are complimentary. Training in and use of the CPS heuristic with Type III enrichment is offered as an integrated approach for authenticating problem-solving activity and enhancing…

This article examines the relationship of cognitive processing and creativity and argues that educational interventions contribute to the development of creative thinking skills when they provide requisite knowledge structures and stress controlled application of these processes in solving progressively more complex problems. (DB)

This paper examines cognitive capacities and dispositional characteristics that contribute to creative problem solving, including relationship generation skills, expertise, adaptability, and wisdom. The paper argues that programs for gifted and talented students should develop the beliefs, values, and motives that will encourage students to apply…

As part of the first phase of a longitudinal study, interviews were conducted with nine high school seniors who had demonstrated high creative productivity while participating in an elementary Talented and Gifted program. Commonly experienced were a desire for creative outlets in high school, difficult junior high years, and constancy of…

Discussion of creativity in teachers of the gifted considers different kinds of creativity, techniques that promote creativity in students, the role of planning in creative teaching, and improvisational creativity during the teaching process. (Contains extensive references.) (DB)

This article explores the life and character of electric guitarist Jimi Hendrix based on a review of the literature on gifted achievers and theories of Dabrowski and Vygotsky. Issues raised include the value of different musical education forms and the usefulness of motivational and creative attributes as indicators of gifted potential. (Contains…

Five articles on art education for the gifted touch on topics which include identifying artistic talent, encouraging aesthetic development, using art as a means of visual communication, career decision making for the artistic student, and creative learning and teaching through sketchbooks. (SB)

The mother of a highly creative girl describes her daughter's openness to experience and sensitivity, examines how adults misinterpret creative aspects of her daughter's being, comments that education could be a liberating medium but is generally a conditioning program, and notes that creativeness means living in essence and arriving at insights…

Interviews with 169 children labeled 10 years earlier as gifted, nonlabeled but equally able, or having average ability revealed significant intergroup differences in work patterns and emotional outcome. Intense academic study possibly inhibited creative development; parents and teachers should be aware of the possible loss of creative potential…

Assigned drawings of 217 children (ages 4, 6, 8, and 10) were evaluated for both developmental and ability-related differences. Age-related trends were found in the ability to render perspective with talented children making flexible and elaborate use of perspectival abilities. Artistic abilities other than perspective appeared to be less…

The relationship between emotional maturity and the developing self in the gifted individual is examined. Emotional maturity is seen to involve the integration of intrapersonal and interpersonal aspects of the personality. The developing self is thought to be more than the sum of its components and becomes a global factor in the development of a…

A review of research indicates that early (including prenatal) continuous exposure to music not only positively influences children's advancing musical aptitude but also generates and increases children's abilities in some components of giftedness, such as problem solving, risk taking, and creativity. (Author/CB)