Based on Amabile’s three models of creativity, this study addresses the differences and relationships between the creativity, academic achievement, and art performance of artistically gifted senior high school students. The possible predictive power of creativity and academic achievement for art performance is also explored. A survey was used to collect the test results in creativity, academic subjects, and art performance of 84 artistically gifted students from three senior high schools. The following conclusions were drawn from the results of the study: (1) Differences were noted between schools in terms of academic subjects taught and the art performance of students. (2) Creativity had a low to moderate correlation with art performance. Art performance and creativity had partially significant correlations with academic subjects taken. (3) The analysis results revealed that creativity and academic grades could affected the art performance of students. Creativity had significant explanatory power for art performance. The higher the level of creativity was, the better the art performance of students was. Moreover, grades in academic subjects had significant explanatory power for art performance. Academic grades had predictive power for art performance. The results of this study suggest that achievement in academic subjects is related to performance in artistic disciplines. Disciplines requiring artistic talent should therefore be included in the graded subjects. In conclusion, fine art talent should be considered an academic achievement.