Artistic Giftedness Research Articles

Value determination of personal self-fulfillment of gifted youth students at a teaching university

The study of the problem of personal self-realization of gifted youth is recognized as one of the priority directions in the conditions of European integration of higher education, as is proven in the article. Supporting gifted students becomes an important task for society. The value determination of the process of personal self-realization of gifted students is recognized as a priority way of solving this problem in the article. It is noted that this problem acquires special significance when it comes to the future teacher, who must acquire the appropriate skills for raising gifted children during the period of study in institutions of higher education. The concept of «giftedness» will be interpreted in the article as favorable prerequisites for the development, personal attitude, and orientation of a developing young person. At the same time, it is also an individual peculiarity of a person's abilities, thanks to which he achieves success in the chosen field of activity. The article also presents other interpretations of giftedness: as general abilities that determine a person's capabilities for certain activities; as a system of endowments, which are natural prerequisites for abilities; as individual characteristics of cognitive abilities; as the appropriate level of development of abilities that allow the individual to achieve success in various fields of activity; as a peculiar system of abilities in a person, the unity that they form and, in sum, contribute to high achievements. The authors single out the following types of giftedness: artistic giftedness in the fields of art, authorship, music, literature, and sculpture; leadership talent (high intelligence; ability to make decisions and plan for the future; flexibility; sense of responsibility; persistence and enthusiasm; self-confidence; ability to express oneself clearly); creative talent; and academic and intellectual giftedness (observation; sharp thinking; special memory; problem-solving abilities).

О пластической составляющей творчества

Background. The problem of creativity and giftedness, due to the specifics of the subject, does not lend itself well to traditional methods of scientific research. In addition, psychology is occupied almost exclusively with intellectual giftedness, and the problem of artistic giftedness remains the least developed. Objective of the work is to outline the path to understanding personal qualities of the artist-creator as the psychological conditions for the birth and implementation of artistic ideas. Methods. Analysis and generalization of data from psychological, philosophical, theological literature and self-reports of art masters on the problems of artistic creativity and the creative nature of human. Results. It is shown that the essence of artistic and creative giftedness is impossible to understand by studying individual personality traits statistically associated with it. Another way, found to be promising, is the study of giftedness as a free manifestation of initiative in a particular activity. However, this activity must be supplemented and preceded by a “plastic” ability to perceive reality contemplatively. As the masters of art themselves testify, a truly artistic idea is not initially generated by the artist’s arbitrary activity, it is rather perceived as something unexpected and requiring realization by means of one or another art. In this regard, the article raises the question of the male-female, androgynous nature of a creative person. Examples are given of how this problem was comprehended at the bodily, mental and spiritual levels. Conclusion. An artist, as well as a teacher of art disciplines, needs to overcome the one-sided “masculine” approach to creativity as an activity and pay attention to the need to educate in himself (or in his students) the ability to “creative contemplation” of life. This spiritual and practical task cannot be solved with the help of methodological recommendations of a general order, it requires individual internal work. Never the less, there are examples that show that this task is solvable and suggest possible solutions. Favorable psychological conditions that children are endowed with make it solvable in pedagogical practice.

The phenomenon of disappearing artistic giftedness

The phenomenon of disappearing artistic giftedness

Development of Artistic Giftedness in School Students Within the Framework of Russian Education (in the 1920–40s)

The article looks at the experience of identification and development of artistically gifted students in the framework of Soviet education in the 1920–1940s. The issue is examined in historical retrospective. The authors focus on the identification of children who are gifted in the sphere of visual arts. The research is based on the international collection of children’s drawings (1896–2017) at the FSBSI “Institute of Art Education and Cultural Studies of the Russian Academy of Education”. As a result of the research, the authors determined the preferable age for providing occupational guidance to children who are motivated for artistic creative activity. In addition, methods for identification of artistic giftedness have been suggested.

ХАРАКТЕРИСТИКИ ПОЗНАВАТЕЛЬНОЙ СФЕРЫ ПОДРОСТКОВ С РАЗНЫМИ ПРИЗНАКАМИ ОДАРЕННОСТИ В ОБЛАСТИ ИЗОБРАЗИТЕЛЬНОГО ИСКУССТВА

Introduction. Insufficient attention is paid to the study of the peculiarities of cognitive processes, individual strategies and methods of cognitive activity. The article presents the problem of correlation between the characteristics of the motivational and operational components of the cognitive sphere highlighting the aptitude for fine arts. The purpose of the article is to reveal the qualitatively singular manifestations of giftedness in the cognitive sphere of adolescents who possess quite definite signs of penchant for arts. Theoretical analysis revealed the characteristics of the cognitive sphere which can be associated with artistic giftedness: cognitive activity, the ability to convey the idea, to build a composition, to analyze and synthesize, to possess a personal cognitive style. Materials and Methods. The features of creative activity are analyzed by the method of expert assessments. On the basis of expert estimates, groups of adolescents with different degrees of manifestation of giftedness in the sphere of visual arts were identified. Comparative analysis revealed significant differences in the characteristics of the cognitive sphere. Results. А tendency in the development of various ways of implementing creative efforts was revealed: from structuring separate details to building expressive compositional complexes. The authors managed to demonstrate a correlation between the level of giftedness and cognitive activity, the sense of symmetry, the maturity of cognitive styles, the ability to operate abstract symbols, the originality of artistic items. Qualitative changes in visual-figurative and abstract-symbolic thinking are noted.  Conclusions. Actualization and support of a gifted child,s cognitive activity in combination with the development of operational components in his cognitive sphere, in the process of psycho-pedagogical support, can help to reveal the potential of a teenager gifted in the sphere of visual arts

Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos

<p class="Abstract">We test the utility of the Battery for Giftedness Assessment (BaAH/S) in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a) fluid intelligence, (b) metaphor production (verbal creativity), (c) figural fluency (figural creativity), and (d) divergent thinking figural task quality (figural creativity). A sample of 987 children and adolescents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N=866) and gifted students (N= 67 academic abilities, N=34 artistic abilities and N=20 no domain identified). Academic giftedness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Children in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities are relatively higher in academic giftedness group than artistic (<em>r </em>= .39 vs <em>r </em>=.14). Within artistic group figural fluency and ratings of originality are relatively more important than reasoning (<em>r </em>= .25 and <em>r</em> = .21 vs .14). We emphasizes the importance of assessing creativity in different domains in addition to intelligence to improve the understanding of giftedness and talent.</p>

미술영재 판별을 위한 관찰 평가 도구에 관한 초·중학교 미술교사들의 인식 조사 연구

미술영재 판별을 위한 관찰 평가 도구에 관한 초·중학교 미술교사들의 인식 조사 연구

An Analysis Study on Artistic Giftedness for Gifted Children in IT

The purpose of this paper is to analyze correlation between giftedness in IT and artistic giftedness for the gifted children in IT. Currently gifted education is going on as a form of convergent education according to government policy since 2013. Therefore, in current gifted curriculum for the gifted children in IT, various convergent subjects such as mathematics, science, arts, and technology are included as well as information subject. In this paper, correlation between giftedness in IT and giftedness in convergent subjects especially artistic giftedness is analyzed. For this research purpose, the gifted children in IT who have attended a gifted education center affiliated with a university at Seoul are selected. Their scores are gathered and analysed. The thorough statistical results indicates that there is negative correlation between information subject and artistic subject. It means that the higher scores information subject is, the lower scores artistic subject is. The statistical results can be used as important baseline data on gifted curriculum for the gifted children in IT

A Study on the Direction of Visual Artistic Giftedness Determination through an Analysis of ‘Figure Creativity(TCT-DP)’ Determination Tool

The purpose of this paper is to investigate the overall theoretical background for the determination of gifted arts as a basic research for the development of the gifted visual arts determination tool and also it is to explore the factors that will be applied to the determination tools for visual gifted arts in the future by analyzing Torrance’s TTCP(The Torrance Test of Creative Thinking), Jellen & Urban’s TTC-DP(Drawing Creativity Test) and Clark’s drawing test(CDP) which are being applied to the most recent creativity determination for gifted arts. Study methods, content and the range of this study are as follows. The first step of the study was to focus on the theoretical background, I looked out the concept of determination of visual gifted arts, direction and principle, the types and trends of the creativity test. And also I described implications for the basis of further research by analyzing the creativity determination tools. The results are as follows. Firstly, as research results, the creativity test in visual arts field needs to be accessed with a different perspective from creativity measurements in other areas. Secondly, creativity tests should take into account the individual characteristics, personality, motivation and factors of development process and should comprehensively explore the individuals social environment and intellectual property. Thirdly, drawing is worth as a determination tool which expresses their inner accurately and effectively without psychological burden. The results of this study will help in the development of determination tool for gifted visual arts in the future.

An Analysis Study on Artistic Giftedness for Gifted Children in IT

The purpose of this paper is to analyze correlation between giftedness in IT and artistic giftedness for the gifted children in IT. Currently gifted education is going on as a form of convergent education according to government policy since 2013. Therefore, in current gifted curriculum for the gifted children in IT, various convergent subjects such as mathematics, science, arts, and technology are included as well as information subject. In this paper, correlation between giftedness in IT and giftedness in convergent subjects especially artistic giftedness is analyzed. For this research purpose, the gifted children in IT who have attended a gifted education center affiliated with a university at Seoul are selected. Their scores are gathered and analysed. The thorough statistical results indicates that there is negative correlation between information subject and artistic subject. It means that the higher scores information subject is, the lower scores artistic subject is. The statistical results can be used as important baseline data on gifted curriculum for the gifted children in IT

사회적 배려대상 예술영재 판별모형 개발

본 연구는 가정의 소득 수준과 다문화 가정환경을 고려하여 선발된 사회적 배려대상 초등학생들 중 음악, 시각예술, 발레 영역에서 예술적 잠재성을 보이는 예술영재를 판별하는 모형 개발에 관한 것이다. 연구에서 개발한 SMC모형은 예술적 기술, 동기, 창의성을 주요 판별 요소로 포함하며 문서 리뷰 및 교사 추천, 예술 영재성 평가, 종합 평가의 세 단계를 통해서 총체적, 영역 일반적 예술 영재성과 세부적, 영역 특수적 예술 영재성을 평가함으로써 아동의 예술적 잠재성을 조기에 인식하고 판별하는 것을 주된 목적으로 하고 있다. 사회적 배려대상 예술영재의 효과적인 판별은 숨어있는 다수의 잠재적 예술영재들의 발견을 통해서 예술영재교육의 대상과 범위를 확대시키고 이들의 영재성 계발을 가능하게 하는 후속 프로그램 개발에 유용한 정보를 제공해 줄 것이다. This study is about the development of an identification model for artistically gifted students from low income and/or multi-cultural families. Given that parental support at early ages is crucial for talent development, students from low income families are often dismissed in recognizing their artistic giftedness. Based on a comprehensive literature review and consultations with experts in art, the SMC model was developed to identify disadvantaged gifted students in the areas of music, visual arts, and ballet. The model consists of three steps of identification, such as review of documents and teacher recommendations, evaluations of artistic giftedness, and a summative evaluation, and involves multiple criteria for identifying giftedness in both domain general and domain specific arts. SMC is promising in discovering many unrecognized disadvantaged children of artistic potential, thereby using various quantitative and qualitative measures. Yet, issues of validity and reliability of SMC need to be substantiated by subsequent theoretical and empirical studies.

Características de superdotação em um par de gêmeos monozigóticos

Com objetivo de comparar características de superdotação em um par de gêmeos monozigóticos, mais especificamente criatividade, motivação e capacidade superior, foram utilizados dados provenientes de um programa que identifica estudantes talentosos com o Modelo das Portas Giratórias. Os gêmeos responderam, também, ao Teste Torrance de Pensamento Criativo, à Escala de Avaliação da Motivação para Aprender de Alunos do Ensino Fundamental e à Bateria de Provas de Raciocínio. Eles possuem superdotação acadêmica e artística, sendo que um deles possui, também, altas habilidades para liderança e comunicação. Verificou-se que eles apresentaram elevada criatividade, principalmente verbal. O envolvimento com a tarefa, que neste estudo foi reduzido à motivação para aprender, não está presente em níveis superiores nos gêmeos. Mais semelhanças que diferenças entre os irmãos, talvez por eles compartilharem genes e ambientes, foram identificadas.

“They have always Supported my Choices.” Creative Catalysts in University Students’ Learning Environments

The aim of this comparative study is to discover and describe the most important learning environment catalysts of Estonian and Finnish university students that have or now contribute to the development of their artistic giftedness and their creative products or presentations.The purpose of this study is to determine which are the most effective and valuable learning experiences and learning environments according to students’ own experiences. In the learning environment, we focus on Gagné’s (2003) environmental catalysts of the DMGT model and Piirto's (2002) pyramid of talent development and its environmental suns: home, school, culture, community, hobbies, gender and chance.The approach of this research was qualitative and the research method used was a qualitative content analysis. The data was collected from the writings of Estonian (59) and Finnish (56) university students.The results of the analysis of students’ self-evaluations give relevant information that shows that different catalysts in a learning environment have an important role in the development of giftedness and encouragement of creativity. In addition to the home and school environments, cultural communities and informal learning opportunities were essential for the development of their giftedness. There were more similarities than differences found between the students from the two neighbour countries.When developing effective learning methods and the education of children it is essential to focus on both formal and informal aspects and all the environmental catalysts which may be connected to intrinsic motivation and the development of giftedness and creativity.

The Cosmic Child

This paper explores the unique mind of the twentieth- century American artist Joseph Cornell, known for his boxes and collages made with "found" materials. The author interpolates reflections upon Cornell with vignettes from the treatment of a young child, speculating that certain individuals may possess a constellation of vulnerabilities/sensitivities that constitute what is referred to as a "cosmic" sensibility. It is suggested that such an orientation can lead variously to anxieties and separation problems, as well as (or in addition to) intellectual and/or artistic giftedness. The outcome of such dynamics would depend on a complex interplay of temperament, circumstance, and relational attunement.

Giftedness of Chinese Students in Hong Kong: Perspectives From Different Conceptions of Intelligences

This study examined the self-perceived intelligences (multiple intelligences, emotional intelligence, and successful intelligence) of 498 Chinese gifted students in Hong Kong. Based on the associations among perceived intelligence scores, three dimensions could be distinguished to describe giftedness and could be interpreted as global giftedness, socioemotional giftedness, and artistic giftedness. Using profiles of perceived intelligences, students could be classified as falling into four clusters of supersmart students, socioemotionally gifted students, modest gifted students, and artistically gifted students. The supersmart students engaged in more activities related to leadership and creativity than the other clusters of students, with the modest gifted students reporting the least engagement. The supersmart students, however, were rated by teachers as less emotionally mature, showing less concern for others, and more likely to have behavioral conduct problems than the socioemotionally gifted students. Implications of the findings for conceptualizing giftedness and working with different groups of gifted students are discussed.

A Cross-cultural Study of the Development of Artistic Talent, Creativity and Giftedness

In this study, examining the relationships among age, culture, training in the fine arts, the technical and aesthetic properties of drawings, and realized artistic giftedness, the researchers intermixed the juvenile drawings executed by critically acclaimed artists with artworks executed by contemporary North American and Chinese North American children. When judges from the North American culture and from the Chinese North American culture, blind to this mix, assessed the drawings, assessments made by the representatives of both cultures were more alike than they were different. Only the North American judges' assessments, however, suggest that the art students' life drawings were more technically and aesthetically successful, and more creative, on the average, than the non-art students' drawings. These judges also gave the juvenilia the highest scores in technical skill and the lowest scores in creativity independent of technical skill and aesthetic success. Conclusions and implications stress the role of technical skill in the development of artistic potential.

A Developmental Model of Artistic Giftedness in Middle Childhood

Artistic giftedness in 4-, 6-, 8-, and 10-year-olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Composition, color use, and competence in human-figure drawing also were studied. Gifted young artists structured the spatial relations in their drawings, composed their drawings, and used color in a fashion similar to average children. However, they often used these variables in a flexible way, resulting in distinctive drawings. Their drawings were distinguished by graphic competence and the degree of elaboration in their human figures, skills that appear to be less constrained by developmental factors. Artistic giftedness may be demonstrated by the flexible and elaborate way in which gifted young artists use their structural capabilities and by their advanced mastery of specific artistic skills.

Developmental Approaches to Artistic Giftedness

Developmental Approaches to Artistic Giftedness

Developmental Approaches to Artistic Giftedness

Two studies done from constructivist perspectives were considered for their complementarity in understanding the development of gifted young artists. Study 1 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 I0 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 also incorporated a postformal perspective on the problem-finding and problem-solving behaviors of young artists aged I3 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.

Conceptions of Children's Artistic Giftedness from Modern and Postmodern Perspectives

In this essay I look at the way in which conceptions of child art and children's giftedness have been influenced by two successive aesthetic paradigms-modernism and postmodernism. I take the position that ideas about child art and children's giftedness, although grounded on certain innate abilities in the child, are also socially constructed categories. The modernist model of art as transgressive and goal oriented revisits childhood and celebrates a relatively narrow range of features in young children's visual productions. By contrast, postmoderism with its pluralistic/nihilistic foundations can lead our conceptions of child art and giftedness in two diametrically opposed directions. The postmoder paradigm can lead to a much broader appreciation of the potentially artistic features of children's work, or it can close out the notion of childhood art work altogether. I will start with assumptions and working definitions. The first assumption is that the identification of artistically gifted children can best be understood with reference to M. Csikszentmihalyi's systems view of creativity.1 He suggests that the emergence and recognition of creative activity is something that requires three elements: (1) the participation of a specially endowed individual within (2) a domain of knowledge and (3) the ratification and support of that individual's contributions by the field. If we apply these concepts to the case of artistically gifted children, the special endowments of a given individual might include physical traits such as quick reflexes and fine motor coordination; cognitive endowments such as the strong development of one of H. Gardner's seven intelligences2; and affective components such as aggression or compliance. Domain refers to the skills and knowledge the child is mastering.3 Domains of knowledge within the arts are any organized systems of information such as the knowledge of skills and forms needed for the mastery of Chinese brush painting or the equivalent knowledge and skills needed to become an abstract expressionist