A creative arts program for talented students in Johannesburg (South Africa) is intended to foster perceptual-, aesthetic-, cultural-, social-, and self-awareness, understanding of the arts, as well as an emphasis on expanding creative potential focuses on the processes of sensory, intellectual creative, and aesthetic development. A four-phase system of identification is based on a multifaceted and expanded definition of giftedness. In designing the program, developers examined models of creativity, characteristics of the creative personality, criteria for determining creative thinking ability, and specific teaching models. Among desirable teacher characteristics are a willingness to risk, acceptance of the uniqueness of others, and the ability to be structured in a flexible way in response to the students' experience and motivation. Procedures for screening and placement, selection criteria, the curriculum outline, and evaluation procedures are described. Program options include core courses (e.g., Creative Thinking, Effective Thinking, Body Language, Study Skills), workshops in language, visual, performing, and cultural arts, and integrated arts/creativity workshops at primary and secondary levels. (JW)