Inclusive Approaches to Supporting Creatively Gifted Students Experiencing Artist’s Block in Higher Arts Education

This article seeks to raise awareness. Despite the centrality of creative expression in art education, giftedness often remains unrecognised or misunderstood in this domain. The absence of any consideration of seeing artists as gifted individuals leaves a serious gap in the pedagogy and curriculum design in higher arts education. This article wishes to address this consciousness gap, break it open, and add new layers to open possibilities for new ways of pedagogical interventions and curriculum adaptations. Another goal is to contribute to making higher arts education more inclusive by providing input for tailor-made education, and to help prevent artists from getting stuck. This article addresses the relationship between creativity and the creative process of artistic practice with giftedness, and argues whether knowledge about giftedness is ultimately necessary within interventions to help artists who struggle with ‘Artist’s Block’.