Abstract
The study provides an up-to-date view on the issue of artistic talent in relation to participation in creation. It examines how gifted learners engage in collaborative work and how this activity enriches them and their classmates.
Regarding pedagogy, the study is based on the approach of peer-learning and collaborative education. As for art, it follows current tendencies of cooperative art.
The paper presents three case studies covering different grades of the educational process, from primary school to the end of grammar school; and addresses these questions: How do gifted learners express themselves in collaborative tasks in art education? What demands does work with gifted learners place on art teachers?