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, domainspecific 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.
Educational Intervention and the Development of Young Art Students' Talent and Creativity
The criteria that educators use to identify artistically talented children -and the role of art education in their developmentboth hinge on understanding how, when, and what educators can actually facilitate. Biological differences and self-generated development do play an obvious role in talent development, but they are surely not the only early facilitators. We know something about the talent-supporting and educational environments of individual cases of extraordinary development (cf.