As part of the "Educating Gifted and Talented Students" series, the booklet offers the teacher guidelines for facilitating communication abilities in gifted children. Following an introduction, a first chapter lists characteristics of students gifted in speech communication and leadership. The essence of giftedness in speech communication and…

The book of 20 papers from 12 telecasts on the education of gifted, talented, and creative students focuses on definitions, history, identification, self awareness, the need for a helping adult, enrichment, methods to promote creativity, and general issues in the field. The following titles and authors are represented: "Definition" (W.…

Described is the use of matrices in organizing and recording information necessary to identify gifted and talented students. It is explained that matrices could enable local educators to evaluate each student in a number of areas, develop curricula to meet the specific needs of the students, and make a comprehensive definition of giftedness…

As a result of renewed interest in educational programs for gifted children, the U.S. government is providing funds and developing programs for the nation's 1.5 million gifted and talented students. Local level needs for planning or expanding programs include the proper identification of gifted and talented children and the establishment of…

Tells how to cultivate the talent of high school cartoonists into a valuable asset for the school newspaper; provides guidelines for drawing editorial and other types of cartoons. (GW)

The need to provide for the education of children gifted in musically ability is the focus here. The program of specialist music training at Wells, Somersetshire, is discussed as well as the effect on the school's regular music curriculum. (Author/RK)

The two main approaches used to educate the gifted, enrichment and acceleration, have not been sufficiently evaluated to inform policy-makers. Future studies of giftedness should focus on understanding the intellectual, social, and personality processes involved, and on developing and evaluating appropriate educational programs. (Author/VM)

Providing a rationale for continued research into the importance of art and creativity, the author decries the lack of national encouragement for the arts and urges identification and support for young artists. Indicates that continued research may lead to more positive attitudes toward art, artists, and art education in schools. (JN)

Problems involved in identifying gifted and talented children are addressed and strategies which school districts may employ are considered. Further identification difficulties involving students from different ethnic and cultural groups, students in rural areas, females, and very young children are cited. (CL)

Pointing out the nature and scope of talent loss among low socioeconomic and minority group members, the author identifies and explores some of the issues in the retrieval of talent potential. (Author)

Photography programs are available to artistically gifted seniors at New Trier High School. Students can learn camera and darkroom techniques, photographic exposure, and preparation of individual portfolios. One highly effective project used words and numbers as the subject matter for student photographs. (CS)

Describes lesson plans in life drawing for gifted students of upper high school and college age. The sequence of seven activities includes drawing and then both contour and life drawing from a posed model. The goal was to help students understand the relationship between line and form. (CS)

Summarizes some of the major contrasts between talent development and elementary secondary schooling revealed from studying the learning and developmental processes of talented pianists, swimmers, and mathematicians. Interviews were conducted with approximately 25 individuals in each field, their parents, and some of their outstanding teachers.…

Aspects covered include federal support for the gifted, identification, the arts, the developmental process, and minority and disadvantaged gifted. Trends examined include cooperation between special and regular classroom teachers, more comprehensive program planning, and greater advocacy efforts. (DLS)

A three-stage formal identification procedure is recommended to assure identification of those gifted and talented students who need alternative programing. Following identification of a student, an individual student plan, including such information as a justification for the time the student will lose from the regular curriculum, should be…