Abstract
Consideration of the gifted and talented in art assumes increasing emphasis as general educators in the 1980's attempt to cope with issues concerning gifted and talented children in all fields. This article notes the continued equivocation of art educators as they democratically attempt to serve those masses of children who rightfully need some introduction to the world of visual arts, and the needs of the gifted and talented, an activity which is somehow cast as elitist. Three questions need to be addressed. They are: (1) Who are the gifted and talented in art? (2) What curriculum and programs should be provided for these youngsters? and (3) How can these programs be adequately evaluated? The purpose of this article is to explicate these three issues and to review the historical development of the present situation in light of educational programs for the gifted and talented in art. As these terms-gifted and talented-are used interchangeably by most writers, that procedure will be adopted here.
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