Although many educators value as an outcome students’ skillful critical thinking, many still choose to limit student decision-making and to avoid opportunities for practice it. Art classes can be a locus of critical thinking, defined as well-reasoned reflection informing decisions (Ennis, 1987), when art teachers encourage a cycle of reasoning, reflection, and evaluation, leading to artistic decision-making. Popular educational resources set high standards for the thinking students do in art class and recent research has shown that a rigorous art program can improve critical thinking skills.

Gifted students’ needs include the challenge of refining critical thinking skills in every class every year. Advancing at an appropriate pace in knowledge and skill is not enough to develop talent. Metacognitive abilities also must be developed in various contexts in order to maximize potential as future experts, scholars, and artists.

What would it take for art class to meet gifted students’ needs to develop their critical thinking skills, and what other benefits might art class have for the intellectually gifted?

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