1, Early Evidence: Children gifted in art art usually begin young, in many cases before school, and often as early as age three.
2. Emergence through Drawing: Giftedness is first evident through drawing with pencil or crayon and remains so until the child is motivated to try other form of expression or until drawing becomes boring.
3. Rapidity of Development: Every child progress through certain stages of visual development: Scribbling, naming scribbles which are combined. Objects float freely and then are related. Predictable symbols appear from the child's environment: sky, sun, birds, houses, trees. At ages 9 to ll a period of frustrations sets in as the child measures his efforts against the real world and mass media images. Gifted child often jump over or through these stages at an accelerated pace and often condense normal progress to short periods.
4. Extended Concentration: Visually gifted children stay with an artistic problem longer than do other students. They enjoy their work more and see more possibilities in the task.
5. Self-directness: For artistically gifted children, school is not the only place to purse their interests. They are highly self-motivated and have the drive to work on their own. They often
prefer art activity to other forms of entertainment.
6. Possible Inconsistency with Creative Behavior: Artistically gifted children may have opposite characteristics of those we associate with creativity in general. For example, risk taking is frequently cited as a hallmark of the creative person. Because gifted students have invested a great deal of themselves in developing mastery in a certain idiom, they are unwilling or unable to experiment in new areas.
7. Art as Escape: Gifted students may use art as a retreat from responsibilities that they find difficult or non-gratifying.
8. Fluency of Idea and Expression: Visual and conceptual fluency is perhaps the most significant characteristic of all since it lies closest to the behavior of the trained artist. Visually fluent children may have more ideas than they have time to depict. Their memory banks hold more and what is not recalled can be invented.
9. Calculating Capacity: Gifted children, from upper elementary school age on, have what Howard Gardner in Artful Scribbles describes as a superior ability to utilize past information in new contexts. Characteristics of Artwork
1. Verisimilitude: Most children develop the desire to depict people and other subjects from the environment, however gifted children develop both the skills and the inclination at an earlier age. From ages 10 to 14 years the urge to "get it right" emerges in the form of comic strips, illustrations for science fiction, mythology and fantasy. Gifted students can handle skills of shading, proportion, perspective and anatomy.
2. Compositional Control: Gifted students handle picture-making elements such as composition, color, space and movement with greater sensitivity.
3. Complexity and Elaboration: Gifted children from preschool age on have a sense of complexity that appears as early as the symbolic stages. Most children create schemas that are adequate to their needs. Gifted children elaborate upon their schemas. Complexity and elaboration are directly related to sensitivity to detail and use of memory.
4. Memory and Detail: Gifted children are more interested in detail and are more inventive in filling pictorial or three-dimensional space. This is due to the way they use their memories and because their imaginations supply them with more ideas.
5. Sensitivity to Art Media: Gifted
students immerse themselves for hours in practice which produces mastery of any medium used. They may become quickly bored with packaged colors and combine them to achieve desired effects. Mastery of media permits a more developed, more elegant, product.
6. Random Improvisation: Gifted children often doodle, that is, they improvise with the effects of lines, shapes and patterns and appear to be conscious of negative areas or spaces between the lines. Art functions as an extended conversation between form and imagination. The gifted child thinks through his artwork and creates his own meanings through his ability to invent, depict and describe.
Recognising Visual Giftedness.doc
two ways of knowing.pdfBehavioral Characteristics
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