Amm, R. (1993) Newtown High School of the Performing Arts. Gifted, 75, 18-19.

This school "although providing the function of a specialist high school through its Performing Arts programs is a local comprehensive high school with emphasis on the Performing Arts. ... In addition to this local intake, 50 year 7 and 20 year 11 auditioned students are admitted. ... The school offers the study of Dance, Drama and Music throughout Years 7-12 ...." (p.18)

 

Bailey, S. (1986) Reflections: An interview with John Bell. TalentEd, 13, 8-13.

"I wouldn't mind, if I had a second go, a chance of a free and open schooling situation that encouraged and enticed one to do things rather than beating one into a pulp to fit into the required pattern." (p.13)

 

Christie, W. (1990) Drama for the talented child: An act to be followed! TalentEd, 30, 8-13.

Describes a weekend extension course in drama organised through PLC Sydney's Extension Centre.

 

Dickinson, W.E. (1987) Looking back, looking ahead. The Gifted Child Today, 10 (5), 38-41.

Describes the School for Creative and Performing Arts in Cincinnati. "Prospective students apply to the school and are then given an audition time. During this time, the parent is interviewed by an administrator and the student is auditioned by the faculty members." (p.40)

 

Lauper, L. (1994) Providing gifted students with an authentic theater experience. Gifted Child Today, 17 (4), 18-19.

Describes how some creatively gifted children "wrote, dramatized, and produced an evening of artistic entertainment for the entire community" on the theme of 'Childhood: A common thread'. "The goal of the project was to reach out to talented young people who had not had an opportunity to express themselves creatively in the arts." (p.18)

 

Mendecka, G. (1996) Development of creativity through performing arts. High Ability Studies. 7 (2), 151-156.

"Experiments carried out by two kindergarten teachers who made use of performing arts as an educational medium demonstrated their value in developing personality. In the first, the imagination of a group of 25 children aged six was stirred by plays performed for them in kindergarten. The children were given free access to the props to play with. The second experiment was carried out with a group of 20 five- to six-year-olds, and examined the influence of music on the children's artistic expression. Results showed that there was a substantial increase in the ability to fantasize among the group of six-year-olds. The effect of the music was expressed in art - the children who had heard music drew more colourful and detailed objects." (p.151)

 

Welch, D.B. (1993) Identifying Acting Talent: Relationships Between Cognitive Complexity, Creativity and Dramatic Behavior. Unpublished PhD thesis, University of Minnesota. (371.952/W439i)

"This study examines the assumption that any group differences which may be found can be attributed to a relationship bwteen acting talent and creativity, acting talent and cognitive complexity or acting talent and specific measurable dramatic behavior. ... Results showed significant group differences between actors and non-actors on creativity and specific measurable dramatic behaviors at both the adult and student levels." (Abstract)

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