The Arts in Schools - Calouste Gulbenkian Foundation

quality of opportunities which are provided for these aptitudesto develop. This will become our central theme here.We must emphasise first that such gifts and talents are notto be equated simply with a natural flair for certain skillsor techniques of production such as advanced co-ordinationbetween hand and eye in drawing. We have stressed theneed for quality as a feature of creative work (Chapter 2)and for originality. These must also enter our conception ofgiftedness. We are dealing not only with skills of productionbut also with qualities of vision and perception. Such giftsmay take some time to appear and will need to be carefullynurtured. Putting children in a 'hothouse' from an earlyage so as to concentrate on technical skills of productionmay deprive them of the broad range of experiences insideand outside schools which all children, including the gifted,need if qualities of vision and perception are to develop.What kind of help is required and can it be justified?160 Is specialhelpjustified?All research suggests that the number of those exceptionallygifted in the arts is very small, but essential to the futuredevelopment of the arts. The Scottish study of music anddance anticipated an incidence of not more than 15 in eachyear. Can special help to so small a group be justified? Is itviable? Yes, if one includes the talented, according to ourdefinition. Together, these should create a group of adequatesize in any school of 800—1,000 pupils, which would justifyspecial courses as well as providing support and stimulationfor individual members. The case for this is moral, educationaland social.161 The It is a moral duty of society to provide for all children,moral case including those gifted and talented hi the arts, a schoolenvironment in which they can best learn. 'It cannot beright,' says a Devon study, 'to ignore or play down a singlechild's high giftedness for fear of creating disadvantages forothers.' Hence special help has the same aim as generaleducation, the full realisation and development of the wholepersonality. Such help in school should be guided not onlyby career considerations but also by the desire to developtalent which will enrich not only an individual life but alsothe life of the community.162 The Although vocational training is usually essential for theeducational arts at some stage of development, much depends on thecase nature of the special help provided within the general educationalsystem. The development of particular gifts andtalents in any subject requires time and effort; specialised97