Focusing on appropriate methods and criteria for identifying giftedness in elementary visual arts students, the study consists primarily of an annotated bibliography divided into three sections: childhood visual art development (9 entries); selected identification procedures and instruments (25 entries); and identification techniques in the Renzulli philosophy of giftedness (6 entries). A glossary of terms and definitions related to common characteristics in children's drawings precedes the bibliography, and a brief discussion of Renzulli's Enrichment Triad Model follows it, touching on such issues as elitism, labeling, minority representation, and cost. A brief summary cites issues of common concern or consensus among the studies cited in the bibliography. Among conclusions and recommendations drawn from this review are the following: (1) recognition of the natural stages of childhood visual art development is critical for the evaluation and identification of gifted potential; (2) standardized testing by the use of children's drawings is a better measure of intelligence than creativity; (3) the use of a student portfolio is an excellent tool in evaluating visual art performance and growth. (JW)