• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.919-945
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• 2013

Exploring the conceptions of giftedness in arts is very important as the essential prerequisite to identification of giftedness and organizing the curriculum for the gifted in arts. So I have explored the conceptions of giftedness in western music, korean traditional arts(music, theatricals, dance) and ballet based on the results of various studies and cases. The three fields of performing arts mentioned above are operating in the present fields on gifted education in Korea. As the result of this study, I have converged three or four factors on main psychological constructs of giftedness in arts. The giftedness in western and korean traditional music is composed of three sub-factors: high ability in relevant domain, high creativity in general and specific areas, and high motivation including task commitment. However, the giftedness in traditional theatricals, dance, and ballet consists four sub-factors: the physical condition, high ability in relevant domain, high creativity in a specific area, and high motivation including task commitment. The internal characteristics of the gifted in arts mentioned above can be maximized through supporting external conditions like social environments including family and school, and crucial opportunity to meet the teacher who affects the development of giftedness.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.87-115
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• 2012

This study is about the development of an identification model for artistically gifted students from low income and/or multi-cultural families. Given that parental support at early ages is crucial for talent development, students from low income families are often dismissed in recognizing their artistic giftedness. Based on a comprehensive literature review and consultations with experts in art, the SMC model was developed to identify disadvantaged gifted students in the areas of music, visual arts, and ballet. The model consists of three steps of identification, such as review of documents and teacher recommendations, evaluations of artistic giftedness, and a summative evaluation, and involves multiple criteria for identifying giftedness in both domain general and domain specific arts. SMC is promising in discovering many unrecognized disadvantaged children of artistic potential, thereby using various quantitative and qualitative measures. Yet, issues of validity and reliability of SMC need to be substantiated by subsequent theoretical and empirical studies.