A general introduction to the use of the indicators

Identifying talented pupils is not a straightforward process. Some pupils may exhibit a particular talent in one aspect of an art form that might not be immediately identified, particularly by a non-specialist teacher. For instance, in art and design, an exceptional talent in representing objects in two dimensions through the process of drawing is only one aspect of talent in this subject. There are less immediately recognisable aspects that are equally important such as design abilities or the capacity to use art media to express mood and atmosphere.

Gifted and talented underachievers pose special challenges.

They can be:

• Quick thinking
• Quick to criticise
• Quick to justify their behaviour, even when that behaviour is inappropriate by commonly acceptable standards

Gifted and talented underachievers tend to:

• Have low self-esteem
• Be confused about their development and about why they are behaving as they are

However, rather than using their intellect to seek the cause of their discomfort and an appropriate cure, gifted and talented underachievers rely on their intelligence inappropriately to:

• Manipulate their environment to make themselves feel better.
• Tell themselves that they are above that which surrounds them
• Focus much of their energy on finding inadequacy in others, in things, in systems, to excuse their own detachment

When others disagree with their choices, gifted and talented underachievers, through clever use of their own idiosyncratic logic, attempt to defend their positions and to undermine arguments presented by others. Identification procedures should be monitored to ensure that pupils with potential, who are not already high achievers, are not missed.

The indicators

The indicators fall into two discrete categories; those that are generic to all arts forms, and those that are subject specific. The generic indicators are centred mainly upon aspects of behaviour related to motivation and endeavour which are likely to be evident not just in pupils talented in the arts but in pupils who are either 'gifted' or 'talented' in any subject area across the whole school curriculum. The National Curriculum 'levels' provide one set of subject specific indicators of talent in the arts that are readily available for teachers. The level statements for art and design and music will certainly provide teachers with helpful specific assessment criteria for pupils of all abilities, but there are no levels for either dramaiii or dance (see the section on Dance Indicators in Chapter 3 - PE level indicators may be helpful). Where they are available, these levels should provide assistance. In this case, the indicators presented in this guidance provide a supplementary stage in the process. When using any available levels or indicators of ability, teachers should obviously expect pupils of talent in a particular discipline to be performing at a significantly higher level than the majority of pupils of a similar age. Thus the National Curriculum levels are particularly helpful with young pupils of talent, where for instance a pupil who should be operating at level 1 would be demonstrating standards of a pupil of a much higher level. The GCSE criteria build upon the National Curriculum levels and the A' Level grade criteria offer a further stage in this 'ladder' to assist in the identification process.

These indicators are not listed in order of importance and the arts subjects are presented in alphabetical order, no priority being implied in their sequence.