Talented Young Artists: Understanding Their Abilities and Needs

Blake P. L. (1996). Similarities and gender differences in personality attributes of talented adolescent visual artists. Dissertation Abstracts International, 57, 7A.

Bloom B. S. (1985). Developing talent in young people. New York: Ballantine Books.

Burland K. Davidson J. W. (2002). Training the talented. Music Education Research, 4(1), 121–140.

Burleson K. A. (2004). Social comparisons at gifted schools for the arts: Qualifications for the big-fish-little-pond effect. Dissertation Abstracts International, 66, 2B. (UMI No. 3163489).

Clark B. (2002). Growing up gifted (6th ed.). Upper Saddle River, NJ: Merrill.

Clark G. Zimmerman E. (1998). Nurturing the arts in programs for gifted and talented students. Phi Delta Kappan, 79, 747–751.

Coleman L. J. (2002). A shock to study. Journal of Secondary Gifted Education, 14, 39–52.

Csikszentmihalyi M. Rathunde K. Whalen S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.

Dai D. Y. Renzulli J. S. (2000). Dissociation and integration of talent development and personal growth: Comments and suggestions. Gifted Child Quarterly, 44, 247–251.

Feldhusen J. F. (2003). Talented youth at the secondary level. In Colangelo N. Davis G. A. (Eds.), Handbook of gifted education (3rd ed., pp. 229–246). Boston: Allyn & Bacon.

Feldman D. H. (1985). The concept of non-universal developmental domains: Implications for artistic development. Visual Arts Research, 11(1), 82–89.

Feldman D. H. (1999). The development of creativity. In Sternberg R. J. , (Ed.), Handbook of creativity (pp. 169–183). New York: Cambridge University Press.

Freeman C. (2004). The crystallizing experience: A study in musical precocity. In Zimmerman E. (Ed.), Artistically and musically talented students: Essential readings in gifted education (pp. 39–55). Thousand Oaks, CA: Corwin Press.

Gagné F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In Colangelo N. Davis G. A. (Eds.), Handbook of gifted education (3rd ed., pp. 60–74). Boston: Allyn & Bacon.

Gallagher J. J. (2003). Issues and challenges in the education of gifted students. In Colangelo N. Davis G. A. (Eds.), Handbook of gifted education (3rd ed., pp. 11–23). Boston: Allyn & Bacon.

Gardner H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner H. (1997). Extraordinary minds. New York: Basic Books.

Golomb C. (2002). Child art in context: A cultural and comparative perspective. Washington, DC: American Psychological Association.

Greene M. J. (2006). Helping build lives: Career and life development of gifted and talented students. Professional School Counseling, 10(1), 34–42.

Greenspan D. A. Solomon B. Gardner H. (2004). The development of talent in different domains. In Shavinina L. V. Ferrari M. (Eds.), Beyond knowledge: Extracognitive aspects of developing high ability (pp. 119–135). Mahwah, NJ: Laurence Erlbaum Associates.

Guskin S. Zimmerman E. Okola C. Peng J. (1986). Being labeled gifted or talented: Meanings and effects perceived by students in special programs. Gifted Child Quarterly, 30, 61–65.

Haroutounian J. (1995). Talent identification and development in the arts: An artistic/educational dialogue. Roeper Review, 18, 112–117.

Hoge R. D. Renzulli J. S. (1993). Exploring the link between giftedness and self concept. Review of Educational Research, 63, 449–465.

Kay S. I. (2001). A talent profile for facilitating talent development in schools. Gifted Child Quarterly, 45, 45–53.

Marsh H. W. (1990). Self-Description Questionnaire II: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: A test manual and research monograph. San Antonio, TX: Psychological Corporation.

Marsh H. W. Chessor D. Craven R. Roche L. (1995). The effect of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32, 285–319.

Marsh H. W. Kong C. Hau K. (2000). Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality & Social Psychology, 78, 337–349.

Marsh H. W. Roche L. A. (1996). Structure of artistic self-concepts for performing arts and non-performing arts students in a performing arts high school: “Setting the stage” with multigroup confirmatory factor analysis. Journal of Educational Psychology, 88, 461–477.

Milbrath C. (1998). Patterns of artistic development in children: Comparative studies of talent. New York: Cambridge University Press.

Raven J. Raven J. C. Court J. H. (2000). Manual for Raven's Progressive Matrices and Vocabulary Scales, section 3: The Standard Progressive Matrices including the parallel and plus versions. San Antonio, TX: Harcourt Assessment.

Rostan S. M. (2003). In the spirit of Howard E. Gruber's gift: Case studies of two young artists' evolving systems. Creativity Research Journal, 15, 45–60.

Rush J. C. (1995). The myth of the eccentric genius: Some thoughts on political correctness and art education. Arts Education Policy Review, 97, 21–26.

Seeley K. (1994). Arts curriculum for the gifted. In Van Tassel-Baska J. (Ed.), Comprehensive curriculum for gifted learners (pp. 282–300). Boston: Allyn & Bacon.

Shavinina L. V. Ferrari M. (2004). Extracognitive facets of developing high ability: Introduction to some important issues. In Shavinina L. V. Ferrari M. (Eds.), Beyond knowledge: Extracognitive aspects of developing high ability (pp. 3–13). Mahwah, NJ: Laurence Erlbaum Associates.

Sternberg R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.

Sternberg R. J. Lubart T. I. (1993). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37, 7–15.

Terman L. M. Oden M. H. (1959). The gifted group at mid-life: Genetic studies of genius, Vol. 5. Stanford, CA: Stanford University Press.

United States Department of Labor. (n.d.). Occupational outlook handbook, 2006–07 edition, artists and related workers. Retrieved October 13, 2007, from http://www.bls.gov/oco/ocos092.htm.

Vispoel W. P. (1993). The development and validation of the Arts Self-Perception Inventory for adolescents. Educational & Psychological Measurement, 53, 1023–1033.

Williams D. (2003). Examining psycho-social issues of adolescent male dancers. Dissertation Abstracts International, 64, 5A. (UMI No. 3090242).

Winner E. (1996). Gifted children: Myths and realities. New York: Basic Books.

Winner E. (2000). Giftedness: Current theory and research. Current Directions in Psychological Science, 9(5), 153–156.

Zimmerman E. (Ed.). (2004). Artistically and musically talented students: Essential readings in gifted education. Thousand Oaks, CA: Corwin Press.