The child believes in mathematics

The recent report from the U. Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment. A the child believes in mathematics conducted by Marion Porath, addressed the question of the ways in which gifted young artists are the same as or different from their average peers by investigating artistic ability from a developmental perspective.

Children in the study produced drawing which were judged by three practicing artists who are also art educators. A thirteen year old’s wire sculpture uses simplicity of line to express movement. In her report Porath also included the findings of research conducted by other researchers. Gifted child artists can demonstrate their talents in different ways, and it is important to realize that not every product they produce will be outstanding. The use of multiple criteria for identifying gifted children is important because students of different ages and backgrounds may respond differently to artistic tasks. Giftedness” look for children who demonstrate, or have the potential for demonstrating, above average ability, creativity, and task commitment.

Hurwitz believes that for the visually gifted child three aspects of intelligence come in to play: intellectual, creative, and attitudinal, which sounds very much in line with Renzulli’s definition. However, Hurwitz goes on to say that he believes “high visual ability, rests largely on intensity and commitment. Two sets of characteristics are associated with visually talented children: behavioral traits and characteristics of their artwork. It is not likely that a child will have all of the characteristics listed below, but a child who possesses special talent in art will probably exhibit many or even most of them. Children who are gifted in art usually begin young. Drawing dominates for several reasons: the accessibility of the media, because it can convey detailed information about a subject, and because it is a more difficult task to perform with a paintbrush. The gifted child often traverse the stages of visual development at an accelerated pace.

Visually gifted children stay with an art project longer than other children, and they see more possibilities in the task they have selected or been assigned. Visually gifted children often prefer drawing to other forms of entertainment and have the drive to work on their own. Although risk-taking is a characteristic typically associated with creative people, gifted students are often hesitant to experiment in a new area if they have achieved a certain level of mastery in an idiom. From middle elementary age on, visual and conceptual fluency is a particularly significant characteristic because it is closest to the behavior of a trained artist. This term, coined by Howard Gardner, is a superior ability to utilize past information in new contexts. For instance, a visually gifted child who has achieved a certain level of mastery in figure drawing can use that ability to render figures in other situations.

Children gifted in art develop the desire and the ability to depict people and other subjects from their environment at an earlier age than other children. The elements of composition, color, space and movement are handled with greater sensitivity by visually gifted students. Intellectual development is connected to the ability to relate information and observations about objects. Sensitivity to detail and the use of memory are directly related to complexity and elaboration. Even young gifted children are interested in detail and are more inventive in their drawings and sculpture than other children. The visually gifted child is more likely to explore and experiment with media, and achieve technical control, which results in a more elegant finished product. This is especially noticeable from upper elementary age on.