Thus, we assume that children gifted in the arts are every bit as intellectually endowed as those with academic gifts.

The relationships among giftedness, talent development, and creativity are challenging areas of research. Because researchers lack consensus about what constitutes creativity itself, progress in developing operational definitions of "creativity" has been slow (Clark & Zimmerman, 1992-page 344; Csikzentmihalyi, 1996; Hunsaker & Callahan, 1995-page 2). Although some scholars agree that creative achievement is reflected in the production of useful, new ideas or products that result from defining a problem and solving it in a novel way (Hunsaker & Callahan, 1995-page 98; McPherson, 1997-page 201; Mumford, Wakefield, 1992), others distinguish between expert creative acts and those of novices. Csikszentmihalyi (1988, 1996), Feldman (1982), and Winner and Martino (1993) referred to creativity as inventiveness within a domain of knowledge, where a creative individual's work is recognized as a significant addition to that domain,...
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