Abstract
Case studies of two art teachers of talented young adolescents are compared to determine what characteristics might determine successful classroom practice. It is concluded that artists who teach talented art students should be aware that their students may have needs for understanding the contexts in which they create art, examining their reasons for creating art, and becoming intensely involved in art issues that go beyond acquisition of art skills and techniques. Teachers of talented students should understand each student's sensibilities, teach proactively, present mediated learning experiences, and reflect critically about their teaching practices, as well as have preparatory experiences in learning how to organize art classes.
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