Developmental approaches to artistic giftedness

Author(s): Arlin, P. K.

Journal/Book: Creativity Res J. 1997; 10: 10 Industrial Ave, Mahwah, NJ 07430-2262. Lawrence Erlbaum Assoc Inc. 241-250.

Abstract: Two studies done from constructivist perspectives were considered for their complementarity in understanding the development of gifted young artists. Study I used Case's (1992) neo-Piagetian theory as a framework and investigated the developmental progression in ability to represent spatial relations in children aged 4, 6, 8, and 10 years. Children identified as gifted demonstrated some advancement in their use of perspective but were distinguished primarily by their elaborate and novel representations of space. An age-related progression in acquisition of ability to render perspective supports a general factor in development, whereas abilities unique to the artistic domain support the relevance of including domain-specific characteristics in developmental models of giftedness. Study 2 was done primarily from a structuralist perspective but a Iso incorporated a postformal perspective on the problem-finding and problem-solving behaviors of young artists aged 13 to 18 years. There was support for age-related domain-general aspects of thought with discipline-specific skills in making multiple comparisons in proportional relations and coordinating multiple perspectives. This finding may be an extension of young children's intrastage elaboration of the spatial structures available to them.

Note: Article Porath M, Univ British Columbia, Fac Educ, 2125 Main Mall, Vancouver, BC V6T 1Z4, CANADA

Keyword(s): COGNITIVE-DEVELOPMENT; STAGE

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