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This paper offers a critical examination of definitions, issues, and practices relative to identification of students who are gifted and talented in the visual arts. The lack of agreement on the definition of talent in the arts is discussed, along with the role of culture, student characteristics, creativity, skills, cognitive abilities, affective abilities, interest and motivation, potential and processes contrasted with performance and products, art specializations, and distribution of arts talent in the general school population. Identification issues are then examined in relation to the use of outcomes derived from standardized art tests; intelligence, achievement and creativity tests; students' backgrounds, personalities, values, and ages; and use of multiple criteria identification systems. Examination of current practices and critical reviews of their advantages and disadvantages are reported in regard to nonstructured nominations, structured nominations, group intelligence quotients, achievement tests, academic records, standardized art and creativity tests, informal art instruments, portfolio and performance reviews, interviews, and observations. These practices are hierarchically arranged as steps in an identification program and in terms of their most appropriate age/grade applications. Conclusions are drawn about future applications of issues and practices. (Contains 142 references.) (Author/JDD)

1Boy Crusoe

By Allan Eric

Also published as" A Yankee Crusoe" . A 15 year old hard working and studious farm boy finds the lure of adventure on the seas as a merchant seaman more than he can resist. This is his story. " I was born in a little town in the State of Maine, near the close of the Civil War. My boyhood life did not differ materially from that of the average farmer's son in the remote country districts of New England--except, perhaps, that I read more and thought more. Hard work on the rugged soil, two terms each year in the little yellow country schoolhouse, a day's fishing now and then filled the early years of my life full to over-flowing. " What he gets is enough excitement and adventure to overflow his wildest dreams. How he experiences disaster and uses his wits and knowledge to overcome every problem makes for a great read. - Summary by Phil Chenevert