Bridging Worlds: Nurturing Artistic Potential with the DPTA Interest Group

By Michelle D. Lewis, NAGC Arts Network Chair

For members of the National Association for Gifted Children's (NAGC) Arts Network, the commitment to identifying and nurturing exceptional talent is central to your mission. You advocate for the arts as a core area of giftedness, and you work tirelessly to create opportunities for young artists to develop their skills and passions. Did you know a powerful, complementary movement is building momentum within the National Art Education Association (NAEA)?

Together, members of the NAGC Arts Network and NAEA have forged a crucial connection: the Developing Potential and Talent in Art (DPTA) Interest Group. This collaboration is more than just a formal partnership; it is a shared vision that recognizes the profound intersection between gifted education and art education. By uniting our vibrant communities, we can amplify our collective impact and enhance opportunities for every young, gifted visual artist in the nation. This post will explore the mission of DPTA, define who we serve, and outline a framework for how our two networks can work together to create a more responsive and equitable system of talent development for students in the visual arts.

The DPTA Mission: A Shared Foundation

Within NAEA, Interest Groups are specialized forums where members with shared interests can connect, exchange ideas, raise concerns to NAEA leadership, and organize events at the national convention. The DPTA Interest Group was established to promote awareness, research, practice, and policy to support the identification and development of artistic potential and talent in students of all ages and backgrounds (NAEA, n.d.).

Our core purpose is to unite art educators and advocates dedicated to advancing the knowledge and practice of art education for students with high artistic potential and talent. We advocate for a comprehensive approach to art education where all children receive instruction tailored to their unique needs. Our specific focus is on creating pathways for students to develop high-level performance through advanced educational experiences.

This mission aligns seamlessly with the NAGC Arts Network. You correctly identify visual art as a significant domain of giftedness and champion the need for specialized programs. Both of our networks are committed to ensuring that gifted artists—who stand to lose the most from the absence of responsive talent development programs—have access to the resources and support they deserve. We firmly believe that by combining our distinct but complementary expertise, we can better serve these students.

Defining "Advanced Art Learners"

When we talk about "advanced art learners," we use a broad and inclusive definition that aligns with both talent development models and the NAGC Arts Network mission. This is a crucial distinction because artistic talent manifests in many ways, not all of which are formally identified by traditional school gifted programs. Our definition includes:

• High Ability Visual Art Students (HAVAs): Students who demonstrate advanced skills, creativity, and commitment to their artistic practice, regardless of formal identification.
• Formally Identified Gifted and Talented Students in Art: Those who have been identified through school or district-level gifted programs.
• Members of the National Junior Art Honor Society (NJAHS) and National Art Honor Society (NAHS): These students have already demonstrated outstanding ability, leadership, and a commitment to service within the arts (NAEA, n.d.).
• Students in Specialized Programs: This includes students participating in AP/IB art, magnet schools, summer art intensives, and those excelling in prestigious art contests and exhibitions.

These students often exhibit a unique set of characteristics, including an intense curiosity and engagement with art, a desire for early mastery of skills, a high degree of inventiveness, and a rapid acquisition of new knowledge (Kay, 1994). Their intrinsic motivation often leads them to seek out challenges and push the boundaries of conventional artistic processes.

How We Can Collaborate: A Framework for Action

The DPTA Interest Group’s activities are designed to create a robust support system for advanced art learners. As members of the NAGC Arts Network, you can partner with us on these key initiatives:

• Research & Publication: We promote and produce research on visual art learning trajectories and talent development.Together, we can co-author publications, present at conferences like NAGC's annual convention, and contribute to journals such as Gifted Child Quarterly or Studies in Art Education. This collaboration can bridge the gap between gifted education theory and practical art education application, providing valuable data to inform best practices.
• Professional Learning: DPTA provides resources and professional development for art educators, including webinars, pre-convention sessions, and online forums. NAGC members can contribute their expertise by leading sessions on topics like Twice-Exceptional (2e) artists, using differentiated instruction in the art studio, or integrating creativity and critical thinking into art curriculum.
• Instructional Practice & Curriculum: We identify and promote equitable educational practices, sharing lessons, curriculum, and program designs. NAGC members can share their successful models for gifted art programs, while NAEA members can offer insights on practical, hands-on curriculum development. This exchange ensures that the best pedagogical approaches are widely available.
• Partnerships & Dialogue: We actively build networks within and beyond NAEA and NAGC to connect and grow a community dedicated to artists in education. This is where our collaboration is most vital. We can co-host online discussions, plan joint events at conventions, and create a unified advocacy message to school administrators and policymakers about the importance of art education for gifted students.

Exploring Critical Questions for Our Students

The absence of a robust talent development system in the visual arts raises a number of critical questions that both of our communities must explore. These are not merely academic inquiries; they are foundational to the future of our most talented students.

• For elementary students: Is it more important for gifted artists to have a stronger sense of identity as an artist or more time to practice? This question highlights the tension between the affective and psychomotor domains of giftedness. While technique is a crucial part of an artist's development, providing opportunities for self-expression and building a sense of belonging can be equally, if not more, important for long-term commitment. How do we balance technique with conceptual processes in programming? TDAP (Talent Development in Art) models suggest a dual approach, where students are not only taught skills but also encouraged to generate unique ideas and solve problems (Davis & Renzulli, 2017). What barriers exist in our school systems that prevent gifted artists from growing?
• For secondary students: How can we provide equal access to talent development for those students who don't or can't join programs like NAHS or AP/IB coursework? This question is central to equity in gifted education. Many students, particularly those from underserved backgrounds, lack access to these opportunities due to financial constraints, school limitations, or a lack of awareness. For NAHS members, is the focus on developing the psychological strength to endure public scrutiny of their art? As students advance, they face external critique and internal pressure, making emotional resilience a key developmental goal. How can we support students in AP/IB art to use a culminating portfolio to truly exhibit their unique voice and not just meet a rubric? The challenge for gifted students is to move beyond the technical requirements of a course and create work that is truly expressive and original.
• For all gifted artists: Is a tailored learning plan plotting their trajectory from early potential to recognized talent possible? And in what ways might this support our artists? This is the ultimate question of responsive talent development. By working together, we can design programs that are flexible, personalized, and sustained over time, providing a clear path for every gifted student to reach their full artistic potential.

Join Us in this Vital Work

These questions, and many more, are those that members of DPTA and the NAGC Arts Network must explore together. We invite you, members of the NAGC Arts Network, to join us in this vital work as part of NAEA. Your expertise and insights are invaluable as we strive to make nationwide identification of HAVAs more equitable, expand preservice teacher education, and champion the arts as a viable career option for multi-potential students.

While NAEA membership is a prerequisite to officially join DPTA, we encourage you to explore our shared interests and connect with us through our various initiatives. Let's co-create what's next for every art student, ensuring they thrive when and where they’re ready.

References

Davis, J. B., & Renzulli, J. S. (2017). Talent development in the visual arts: A guide for K-12 educators. Prufrock Press.

Kay, S. I. (1994). Nurturing visual arts talent. Journal of Secondary Gifted Education, 6(1), 16–23. [Note: If you have access to a digital copy, please link the title].

National Art Education Association. (n.d.). Developing Potential and Talent in Art (DPTA). Retrieved July 29, 2025, from https://www.arteducators.org/community/interest-groups/developing-potential-talent-in-art-dpta/

National Art Education Association. (n.d.). National Art Honor Society. Retrieved July 29, 2025, from https://www.arteducators.org/students/national-art-honor-societies/