Educational Intervention and the Development of Young Art Students' Talent and Creativity

Autor/in	Rostan, Susan M.
Titel	Educational Intervention and the Development of Young Art Students' Talent and Creativity
Quelle	In: Journal of Creative Behavior, 39 (2005) 4, S.237-261 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
Schlagwörter	Expertise; Imagination; Talent; Art Education; Talent Development; Creativity; Art Expression; Control Groups; Experimental Groups; Art Activities; Art Appreciation; Creative Activities; Creative Development; Creative Thinking; Skill Analysis; Protocol Analysis; Performance Factors; Visual Arts; Age Differences; Gender Differences; Predictor Variables; Intervention; New York + Suchen Sie Ihr Suchwort? Expert appraisal; Begabung; Hochbegabung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Begabtenförderung; Talentförderung; Kreativität; Künstlerische Tätigkeit; Kunstverständnis; Kreatives Denken; Leistungsindikator; Optische Gestaltung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Prädiktor
Abstract	This study focuses on behavior associated with young art students' developing artistic talent ("skills and art-making behavior") and creativity ("personal expressions of visual information"). The study examines the role of personal expertise in a student's development of problem finding, domain-specific technical skill, perseverance, evaluation, and creative ideation. The study compares 30 experienced art students' artistic processing and products with those of 29 novice art students. Both groups are 7- through 11-year-olds. The author recorded participants' behavior as they created drawings in two contexts--from imagination and from life--and three adult artists then assessed the technical skill and creativity revealed in the drawings. Multivariate analyses of the variables associated with the drawing products and processes offer evidence of the changes related to the students' developing expertise in both novice and experienced groups. This study finds that the drawing situation (life or imagination) interacts clearly with the relationships among hypothesized components of creativity, gender, and predictors of expertise. Technical skill, perseverance, modifications, and creativity in drawings from life were significant predictors of expertise. Modifications, efficient problem finding, and creativity in drawings from imagination were additional significant predictors of expertise. Gender was found to be a measurable factor in both the artistic process and the assessments of drawings from imagination. The findings are discussed within the context of three conceptions: artistic talent, developing creativity, and art education. (Contains 4 tables.) (As Provided).
Anmerkungen	Creative Education Foundation. 48 North Pleasant Street Suite 301, Amherst, MA 01002. Tel: 508-960-0000; Fax: 413-658-0046; e-mail: contact@creativeeducationfoundation.org; Web site: http://www.journalofcreativebehavior.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10