Affiliation:
1. University of Ljubljana , Slovenia
Abstract
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.
Subject
Statistics, Probability and Uncertainty,Arts and Humanities (miscellaneous),Visual Arts and Performing Arts,Education,Social Psychology
Reference60 articles.
1. Anning, A., & Ring, K. (2004). Making Sense of Children’s Drawings. Open University Press, McGraw-Hill Education.
2. Barnes, R. (1990). Teaching Art to Young Children 4–9. School of Education, University of East Anglia.
3. Clark, B. (1997). Growing up gifted: Developing the potential of children at home and at school (5th ed.). Prentice Hall.
4. 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
5. 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
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献