93 Talent Beyond Words: Identification of Potential Talent in Dance and Music in Elementary Students Susan M. Baum College of New Rochelle Steven V. Owen University of Connecticut Barry A. Oreck ArtsConnection Abstract We present evidence for the reliability and validity of the Talent Identification Instrument (TII), an observation process in music and dance in which multiple judges rate students throughout a multises- sion audition. The approach was designed to recognize previously overlooked abilities in urban elementary students, including low income, bilin- gual, and special education students. The TII observation process was designed to evoke artful behaviors that can be readily recognized by arts spe- cialists and classroom teachers. We found strong agreement among raters and ade- quate stability estimates. Evidence for validity was obtained through factor analysis and a variety of con- struct validity procedures. The performance-based assessment described here may have implications for discovering hidden potential in academic as well as artistic domains. Psychometrically sound assessment of talent in the per- forming arts has persistently challenged researchers. Lack of agreement on definitions and ratings of talent, even among specialists in a single discipline, 1as stymied accu- rate assessment. However, practitioners continue to rely on talent tests and performance auditions to select persons for talent development. Both approaches have special lim- itations for children who are disadvantaged or who do poorly on paper and pencil tests.For example, measures of music talent (e.g., Gordon Measures of Music Audiation [Gordon, 1979]; the Seashore Tests of Musical Aptitude [Seashore,1938]) tap perceptual abilities in static contexts and require written responses. Although auditions of performance seem preferable, they too tend to impose limitations. First, they offer con- strained opportunities for talent demonstration. Single observations lack reliability and thus have little predictive validity (Nunnally, 1978). Researchers studying expertise have argued that motivation, task commitment, and cre- ativity over time are as important as ability (Gardner, 1983; Renzulli, 1978). Further, motivation, task commitment, and creativity may be inhibited or impaired during a sin- gle audition. Second, typical instruments used to evaluate musical and dance performance (e.g., Detroit Public Schools Creative Process Scale [Byrnes & Park, 1982]; the South Carolina Guidelines for the Identification of Artistically Talented Students [Elam & Doughty, 1988]) are sensitive to specific previous training. That is, they measure achieve- ment not aptitude. This presents a particular validity problem for assessing children who have had limited opportunity for formal training in the arts. Putting Research to Use This study is of particular importance and rele- vance to education because of current interest in the development of diverse talents in youngsters. It describes a culturallv fair, reliable, and valid process for discovering music and dance potential in young- sters at risk, including bilingual, special education, and low income students. The process also sensi- tizes classroom teachers to the positive learning traits of students who may have had little previous success in school. When teachers observe such stu- dents sustaining attention, following complex directions, putting forth effort, and problem solving in dance or music activities, the teachers often raise their own expectations of students’ abilities and adapt their teaching strategies to include music and dance activities, Most important, however, is that this study pro- vides a rationale for expending time and money on talent development in students at risk. Student suc- cess in a challenging arts training program - especially for youngsters struggling with school - may generalize to academic behaviors. Students learn how to sustain attention, exert effort, practice, be prepared, and commit to a goal. Susan Baum, Graduate School, College of New Rochelle; Steven V. Owen, Bureau of Educational Research, University of Connecticut; Bany Oreck, In-School Programs, AttsConnection. The study was funded in prut by the Javits Gifted and Talented Students Education Grant Nu. 84-206A. The opinions expressed in this paper are the authors and do not reflect the views of the Javits Program. We wish to thank participating teachers and staff of PS 27 and PS 130, District 15, Brooktyn, New York. A version of the research described here was presented at the annual meeting of the American Educational Research Association, Atlanta, Georgia in April 1993. Correspondence concerning this article should be addressed to Barry Oreck, ArtsConnection, 120 W. 46th Street, New York, New York 10036.