Visual art education for students with gifts and talents is a topic rarely explored by researchers. Many researchers examined how giftedness is defined in different cultures, but few studied the differences in services provided for students identified with gifts and talents. A comparison of visual art education in China and the United States highlighted how different cultures emphasized different aspects of visual art ability and developed different systems to cultivate artistic talent. This study explored the differences and similarities in visual art teaching in both countries, focusing on key skills that Chinese art teachers prioritize, ways that Chinese high schools support talented students, and the roles of art teachers in both countries. Using content analysis, this study examined the art curriculum standards, national policy documents on visual arts, authoritative analyses, and the official websites of five representative art universities and high schools. The findings highlighted China's emphasis on technical proficiency in art education, contrasting with the United States' focus on self-awareness and creative expression. These differences shaped art education provided for students with gifts and talents in visual arts and the students’ development in both countries, offering valuable insights for educators and policymakers.
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