Visual Art Gifted Child in Pre-School and Early School Years

Podobnik, Uršula; Selan, Jurij

doi:10.2478/ctra-2021-0019

Abstract

Visual arts media in pre-school and early school years and development of children’s drawing are well researched. However, when one considers that children are endowed with a talent for visual arts, the research is not as comprehensive and clear-cut. The signs of freedom of expression and imagination, intuitiveness and originality, an inclination to individual work, high sensitivity, and other indicators begin to show soon after visual art gifted (VAG) children enter the representative stages of visual arts. This article was based on a longitudinal case study that was carried out to show some aspects of the functioning of a VAG child in pre-school and early school years and to make some suggestions on how to consider the needs of VAG children.

References

Anning, A., & Ring, K. (2004). Making Sense of Children’s Drawings. Open University Press, McGraw-Hill Education.
Search in Google Scholar Back to article
Barnes, R. (1990). Teaching Art to Young Children 4–9. School of Education, University of East Anglia.
Search in Google Scholar Back to article
Clark, B. (1997). Growing up gifted: Developing the potential of children at home and at school (5^th ed.). Prentice Hall.
Search in Google Scholar Back to article
Clark, G.A., & Zimmerman, E. (1988). Views of self, family background, and school: Interviews with artistically talented students. Gifted Child Quarterly, 32(4), 340–346. https://doi.org/10.1177%2F00169862880320040210.1177/001698628803200402
Search in Google Scholar Back to article
Clinkenbeard, P. (1991). Unfair expectations: A pilot study of middle school students’ comparisons of gifted and regular classes. Journal for the Education of the Gifted, 15(1), 56–61. https://doi.org/10.1177%2F01623532910150010710.1177/016235329101500107
Search in Google Scholar Back to article
Codd, M. (2004). Recognizing the Child Gifted and Talented in Visual Art. http://www.growminds.com/TheArts/GTinArt.htm
Search in Google Scholar Back to article
Colangelo, N., & Davis, G.A. (1997). Handbook of gifted education (2^nd ed.). Allyn and Bacon.
Search in Google Scholar Back to article
Davis, G.A., & Rimm, S. (1995). Education of the gifted and talented (3^rd ed.). Allyn and Bacon.
Search in Google Scholar Back to article
Fetzer, E.A. (2005). The gifted/learning-disabled child: A guide for teachers and parents. In S.K. Johnsen & J. Kendrick (Eds.), A gifted child today reader: Teaching gifted students with disabilities (pp. 3–15). Pru-frock.
Search in Google Scholar Back to article
Fisher, J. (2018). They didn’t tell us how: Teaching high-ability students in secondary setting. Art Education, 7(1), 28–34. https://doi.org/10.1080/00043125.2019.153444010.1080/00043125.2019.1534440
Search in Google Scholar Back to article
Flint, L.J. (2001). Challenges of identifying and serving gifted children with ADHD. Teaching Exceptional Children, 33(4), 62–69. https://doi.org/10.1177%2F00400599010330040910.1177/004005990103300409
Search in Google Scholar Back to article
Frelih, C. (2014). Likovno nadarjeni [Visual Art Talented]. In M. Juriševič (ed.), Spodbudno učno okolj: Ideje za delo z nadarjenimi v osnovni šoli [Stimulative Learning Environment: Ideas for Work with the Talented Students in Primary School]. Faculty of Education.
Search in Google Scholar Back to article
French, L.R., Walker, C.L., & Shore, B.M. (2011). Do gifted students really prefer to work alone? Roeper Review, 33(3), 145–159. https://doi.org/10.1080/02783193.2011.58049710.1080/02783193.2011.580497
Search in Google Scholar Back to article
Gadanidis, G., Hughes, J., & Cordy, M. (2011). Mathematics for gifted students in an arts and technology-rich setting. Journal for the Education of the Gifted, 34(3), 397–433. https://doi.org/10.1177/01623532110340 030310.1177/016235321103400303
Search in Google Scholar Back to article
Garn, A. C., Matthews M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4), 263–272. https://doi.org/10.1177%2F001698621037765710.1177/0016986210377657
Search in Google Scholar Back to article
Golomb, C. (2016). The development of artistically gifted children: Selected case studies. Psychology Press.
Search in Google Scholar Back to article
Golomb, C. (1996). Eitan: The artistic development of a child prodigy. In C. Golomb (Ed.), The development of artistically gifted children: Selected case studies (pp. 171–196). Taylor & Francis.
Search in Google Scholar Back to article
Golomb, C., & Haas, M. (1996). Varda: The development of a young artist. In C. Golomb (Ed.), The development of artistically gifted children: Selected case studies (pp. 71–100). Taylor & Francis.
Search in Google Scholar Back to article
Heller, K.A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302–323. https://www.gwern.net/docs/iq/munich/2004-heller.pdf
Search in Google Scholar Back to article
Heller, K.A., Perleth, C., & Lim, T.K. (2005). The Munich model of giftedness designed to identify and promote gifted students. In R.J. Sternberg & J.E. Davidson (Eds.), Conceptions of Giftedness (2nd ed., pp. 172–197). Cambridge University Press.10.1017/CBO9780511610455.010
Search in Google Scholar Back to article
Johnsen, S.K. (2004). Definitions, models, and characteristics of gifted students. In S.K. Johnsen (Ed.), Identifying gifted students: A practical guide (pp. 1–22). Prufrock Press.10.4324/9781003235682-1
Search in Google Scholar Back to article
Johnsen, S.K. (2012). NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Panning and Implementing High-Quality Services. National Association for Gifted Children, Prufrock Press.
Search in Google Scholar Back to article
Kanevsky, L. (2015). Do high ability learners enjoy learning alone and in groups? It depends… International Journal of Special Education, 30(1), 1–13. http://www.internationaljournalofspecialed.com/
Search in Google Scholar Back to article
Keser, S.C., & Erdem, P. (2019). The effectiveness of plastic arts education weighted creative drama in the education of gifted/talented children. Contemporary Educational Researches Journal, 9(1), 32–37. https://doi.org/10.18844/cerj.v9i1.385610.18844/cerj.v9i1.3856
Search in Google Scholar Back to article
Kirk, S., Gallager, J.J., & Coleman, M.R. (2014). Children who have special gifts and talents. In S. Kirk, J.J. Gal-lager & M.R. Coleman (Eds.), Educating exceptional children (14^th ed., pp. 317–347). Wadsworth.
Search in Google Scholar Back to article
Koshy, V., & Robinson, N.M. (2007). Too long neglected: Gifted young children. European Early Childhood Education Research Journal, 14(2), 113–126. https://doi.org/10.1080/1350293028520995110.1080/13502930285209951
Search in Google Scholar Back to article
Lenz Taguchi, H. (2010). Rethinking pedagogical practices in early childhood education: A multidimensional approach to learning and inclusion. In N. Yelland (Ed.), Contemporary Perspectives on Early Education (pp. 14–32). Open University Press.
Search in Google Scholar Back to article
Lowenfeld, V., & Brittain, W. (1981). Creative and mental growth. The Macmillian Company.
Search in Google Scholar Back to article
Matthews, J. (1994). Helping children draw and paint in early childhood: Children and visual representations. Hodder and Stoughton.
Search in Google Scholar Back to article
Meckstroth, E.A. (1991). Guiding the parents of gifted children: The role of counselors and teachers. In R.M. Milgram (Ed.), Counseling gifted and talented children: A Guide for Teachers, Counsellors, and Parents (pp. 121–142). Ablex Publishing Corporation; Greenwood Publishing Group.
Search in Google Scholar Back to article
Milbrath, C. (1996). Germinal motifs in the work of a gifted child artist. In C. Golomb (Ed.), The development of artistically gifted children: Selected case studies (pp. 101–134). Taylor & Francis.
Search in Google Scholar Back to article
Milgram, R.M. (1991). Counseling gifted and talented children and youth: Who, where, what, and how? In R. M. Milgram (Ed.), Counseling gifted and talented children: A guide for teachers, counsellors, and parents (pp. 1–7). Ablex Publishing Corporation; Greenwood Publishing Group.
Search in Google Scholar Back to article
Perleth, C., Schatz, T., & Mönks, F.J. (2000). Early identification of high ability. In K.A. Heller, F.J. Mönks, R.J. Sternberg, & R.F. Subotnik (Eds.), International Handbook of Giftedness and Talent (2nd ed., pp. 297–316). Pergamon.10.1016/B978-008043796-5/50022-X
Search in Google Scholar Back to article
Pibernik, N., Podobnik, U., & Selan, J. (2017). Likovna nadarjenost in likovno-jezikovni kriteriji za ugotavljanje kompleksnosti likovnih izdelkov učencev. In T. Devjak, & I. Saksida (Eds.), Kakovost in ocenjevanje znanja (pp. 181–202). UL, Pedagoška fakulteta.
Search in Google Scholar Back to article
Piechowski, M.M. (1991). Emotional development and emotional giftedness. In N. Colangelo, & G.A. Davis (Eds.), Handbook of Gifted Education (pp. 437–465). Allyn and Bacon.
Search in Google Scholar Back to article
Podobnik, U. (2014). Preschool child’s researching interests and role of visual art’s expressing media. Sociology study, 4(6), 563–572. http://pefprints.pef.uni-lj.si/id/eprint/2622
Search in Google Scholar Back to article
Porath, M. (1993). Gifted young artists: Developmental and individual differences. Roeper Review: A Journal on Gifted Education, 16(1), 29–33. https://doi.org/10.1080/0278319930955353010.1080/02783199309553530
Search in Google Scholar Back to article
Rech Penn, L. (2019). Drawing, bodies, and difference: Heterocorporeal dialogs and other intra-actions in children’s classroom drawing. Studies in Art Education, Journal of Issues and Research, 60(2), 103–119. https://doi.org/10.1080/00393541.2019.160022410.1080/00393541.2019.1600224
Search in Google Scholar Back to article
Reis, S.M., & Renzulli, J.S. (2009). The schoolwide enrichment model: A focus on student strengths and interests. In J.S. Renzulli, E.J. Gubbins, K. MacMillen, R. Eckert, & C. Little (Eds.), Systems and models for developing programs for the gifted and talented (2^nd ed., pp. 323-352). Creative Learning Press.10.1080/15332276.2010.11673581
Search in Google Scholar Back to article
Rihter, J., Kosak Babuder, M., & Selan, J. (2021) Competence of Slovenian art teachers in working with pupils with special educational needs. Educational Studies, https://doi.org/10.1080/03055698.2021.187374010.1080/03055698.2021.1873740
Search in Google Scholar Back to article
Rivera, D.B., Murdock, J., & Sexton, D. (1995). Serving the gifted/learning disabled. Gifted Child Today, 18(6), 34-37. https://doi.org/10.4219%2Fgct-2000-74510.1177/107621759501800611
Search in Google Scholar Back to article
Roege, G.B., & Kim, K.H. (2013). Why we need art education. Empirical Studies of the Arts, 31(2), 121–130. https://doi.org/10.2190%2FEM.31.2.EOV.110.2190/EM.31.2.EOV.1
Search in Google Scholar Back to article
Rogers, K.B. (2002). Re-forming gifted education. Great Potential Press. Scottsdale, Az. http://aea11gt.pb-works.com/f/Rogers+PIP.pdf
Search in Google Scholar Back to article
Samardzija, N., & Peterson, J.S. (2015). Learning and classroom preferences of gifted eighth graders: A qualitative study. Journal for the Education of the Gifted, 38(3), 233–256. https://psycnet.apa.org/doi/10.1177/016235321559249810.1177/0162353215592498
Search in Google Scholar Back to article
Sternberg, R.J. (2000). Identifying and developing creative giftedness. Roeper Review, 23(2), 60–64. https://doi.org/10.1080/0278319000955406710.1080/02783190009554067
Search in Google Scholar Back to article
Sternberg, R.J. (2007). The concept of “giftedness”: A pentagonal implicit theory. In G.R. Bock & K. Ackrill (Eds.), The origins and development of high ability (pp. 5–21). United Kingdom: CIBA Foundation. https://psycnet.apa.org/doi/10.1002/978047051449810.1002/9780470514498.ch2
Search in Google Scholar Back to article
Sutherland, M. (2015). Nadarjeni v zgodnjem otroštvu: Dejavnosti za otroke, stare od 3 do 6 let [Gifted and Talented in the Early Years]. UL Pedagoška fakulteta.
Search in Google Scholar Back to article
Taber K.S. (2007). Science education for gifted learners (1^st ed.). Routledge, Taylor and Frances Group.10.4324/9780203962046
Search in Google Scholar Back to article
Treffinger, D.J., & Selby, E.C. (1993). Giftedness, creativity and learning style: Exploring the connections. In R. Milgram, R. Dunn, & G. Price (Eds.), Teaching and counseling gifted and talented adolescents: An international learning style perspective (pp. 87–102). Praeger.
Search in Google Scholar Back to article
Twigg, D., & Garvis, S. (2010). Exploring art in early childhood education. The International Journal of the Arts in Society, 5(2), 193–204. https://doi.org/10.18848/1833-1866/CGP/v05i02/3583010.18848/1833-1866/CGP/v05i02/35830
Search in Google Scholar Back to article
Ulger, K. (2019). Comparing the effects of art education and science education on creative thinking in high school students. Arts Education Policy Review, 120(2), 57–79. https://doi.org/10.1080/10632913.2017.133 461210.1080/10632913.2017.1334612
Search in Google Scholar Back to article
Vogrinc, J., & Saqipi, B. (2019). Research in education sciences: Conceptual and methodological perspectives. Albas. ISBN 978-9928-282-69-9.
Search in Google Scholar Back to article
Walker, C.S., Shore, B.M., & French, L.R. (2011). A theoretical context for examining students’ preference ability levels for learning alone or in groups. High Ability Studies, 22(11), 119–141. https://doi.org/10.1080/13598139.2011.57608210.1080/13598139.2011.576082
Search in Google Scholar Back to article
Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.
Search in Google Scholar Back to article
Ziegler, A. (2005). The actiotope model of giftedness. In R.J. Sternberg, & J.E. Davidson (Eds.), Conceptions of Giftedness (pp. 411–436). Cambridge University Press. https://psycnet.apa.org/doi/10.1017/CBO9780511610455.02410.1017/CBO9780511610455.024
Search in Google Scholar Back to article
Zimmerman, E. (1994). Current research and practice about preservice visual arts specialist teacher education. Studies in Art Education, 35(2), 79–89. https://doi.org/10.2307/132082210.2307/1320822
Search in Google Scholar Back to article
Zimmerman, E. (1997). I don’t want to sit in the corner cutting out the Valentines: Leadership roles for teachers of talented art students. Gifted Child Quarterly, 41(1), 33–41. https://doi.org/10.1177/00169862970410010510.1177/001698629704100105
Search in Google Scholar Back to article
Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382–399. https://doi.org/10.1080/00393541.2009.1151878310.1080/00393541.2009.11518783
Search in Google Scholar Back to article
Zimmerman, E. (2010). Creativity and art education: A personal journey in four acts. Art Education, 63(5), 84–92. https://doi.org/10.1080/00043125.2010.1151909310.1080/00043125.2010.11519093
Search in Google Scholar Back to article
Zimmerman, E., & Reis, S.M. (2004). Artistically and musically talented students. Corwin, Sage Publishing Company.
Search in Google Scholar Back to article

Visual Art Gifted Child in Pre-School and Early School Years

Abstract

Paradigm

My account