Artistically and Musically Talented Students (Essential Readings in Gifted Education Series)

The expert guide to the identification and support of artistically and musically talented students!

Is artistic talent a matter of nature or nurture? What are the best methods for identifying potential in the arts? How can educators and parents encourage and support artistic development? From identification to the empowerment of teachers of talented arts students, the readings within Artistically and Musically Talented Students offer the best practices the leaders in the field have to offer.

Key features include:

• A practical look at the needs of artistically and musically talented students by field leader Enid Zimmerman, and her recommendations for future study
• Methods for recognizing potential talent in dance, art, and music
• Eight articles from the most influential researchers of giftedness and the arts

The ERGE Series:

The National Association for Gifted Children series Essential Readings in Gifted Education is a 12-volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer.

Enid Zimmerman has published over 90 articles, 15 book chapters, and co-authored 22 books and monographs including Art/Design: Communicating Visually; Artstrands: A Program for Individualized Art Instruction; Women Art Educators I, II, III, IV, V; Educating Artistically Talented Students: Resources for Educating Artistically Talented Students: Under-standing Art Testing; Issues and Practices Related to Identifi-cation of Gifted and Talented Students in the Visual Arts; Programming Opportunities for Students Talented in the Visual Arts; and Research Methods and Methodologies for Art Education. Zimmerman was a committee member of the National Art Teacher Exam and consultant to the National Board of Professional Teaching Standards. She was Chair of the National Art Education Association (NAEA) Commission on Research and an International Society for Art Education World Councilor. She received the NAEA Barkan Research Award, the NAEA Women’s Caucus Rouse and McFee Awards, and the National Association for Gifted Children’s Paper of the Year Award. She was named Indiana Art Educator, NAEA Western Region and Higher Education Division Art Educator, NAEA Distinguished Fellow, NAEA National Art Educator, and the United States Society for Education through Arts Ziegfeld Award. Along with Gilbert Clark, she was recipient of a Javits Gifted and Talented Children’s Grant (Project ARTS) from 1994-1997. Her most recent research projects involve editing a section of the Handbook of Research and Policy in the Field of Art Education on teacher education, co-authoring a chapter about artistically talented students, and working with the Hong Kong Department of Education to develop a program for teaching talented art students.

Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports.  Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.