Abstract
The identification of Gifted and Talented children within this curriculum subject has always presented problems. Children who display ‘all-round’ talent across all the different aspects that make up this subject broadly referred to as ‘Art’ are rare, more often we discover individuals who have particular gifts and talents within the different aspects, that are related to specific media. These children surface and disappear, succeeding in coming up with the goods on occasions but not being able to necessarily sustain their output. Unfortunately, within many schools the existing Art curriculum focus leans towards the production of predetermined end pieces rather than the acquisition of skills and the experimentation and exploration of media. Children therefore have no foundation to build on and sadly, as children move through the educational system, opportunities for gathering this knowledge diminish along with time and breadth of choice, and the wonderful experiences instigated in the foundation stages can become dry and end product led.
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