A developmental model of artistic giftedness in middle childhood

Journal for the Education of the Gifted

Volumn 20, Issue 3, 1997, Pages 201-223

  Porath, Marion ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030088480     PISSN: 01623532     EISSN: None     Source Type: Journal    
DOI: 10.1177/016235329702000302     Document Type: Article

References (55)

1. Arnheim, R. (1974). Art and visual perception. Berkeley: University of California Press.
2. Carter, K., & Swanson, H. L. (1990). An analysis of the most frequently cited gifted journal articles since the Marland report: Implications for researchers. Gifted Child Quarterly, 34, 116-123.
3. Case, R. (1978). A developmentally based theory and technology of instruction. Review of Educational Research, 48, 439-463.
4. Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press.
5. Case, R. (1988). Dialectical cycles in the development of creative intelligence. Journal of Social and Biological Structures, 11, 71-76.
6. Case, R. (1992). The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge. Hillsdale, NJ: Lawrence Erlbaum.
7. Case, R., & McKeough, A. (1990). Schooling and the development of central conceptual structures: An example from the domain of children's narrative. International Journal of Education, 13, 835-855.
8. Case, R., & Sandieson, R. (1992). Testing for the presence of a central quantitative structure. In R. Case (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 117-132). Hillsdale, NJ: Lawrence Erlbaum.
9. Case, R., Griffin, S., McKeough, A., & Okamoto, Y. (1992). Parallels in the development of children's social, numerical, and spatial thought. In R. Case (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 269-284). Hillsdale, NJ: Lawrence Erlbaum.
10. Case, R., Marini, Z., McKeough, A., Dennis, S., & Goldberg, J. (1986). Horizontal structure in middle childhood: Cross-domain parallels in the course of cognitive growth. In I. Levin (Ed.), Stage and structure: Reopening the debate (pp. 1-39). Norwood, NJ: Ablex.
11. Dennis, S. (1987). The development of children's drawing: A neostructuralist approach. Unpublished doctoral dissertation, University of Toronto (Ontario Institute for Studies in Education).
12. Dennis, S. (1992). Stage and structure in the development of children's spatial representations. In R. Case (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 229-246). Hillsdale, NJ: Lawrence Erlbaum.
13. Duncum, P. (1986). Breaking down the alleged "U" curve of artistic development. Visual Arts Research, 12, 43-54.
14. Eisner, E. (1994). Cognition and curriculum reconsidered. New York: Teachers College Press.
15. Feldman, D. H. (1986). Nature's gambit: Child prodigies and the development of human potential. New York: Basic Books.
16. Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477-531.
17. Fischer, K. W., & Canfield, R. L. (1986). The ambiguity of stage and structure in behavior: Person and environment in the development of psychological structures. In I. Levin (Ed.), Stage and structure: Reopening the debate (pp. 246-267). Norwood, NJ: Ablex.
18. Fischer, K. W., & Pipp, S. L. (1984). Processes of cognitive development: Optimal level and skill acquisition. In R. J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 45-80). New York: W. H. Freeman.
19. Flavell, J. H. (1982). Structures, stages, and sequences in cognitive development. In W. A. Collins (Ed.), The concept of development. The Minnesota Symposium on Child Psychology, Vol. 15 (pp. 1-28). Hillsdale, NJ: Lawrence Erlbaum.
20. Gardner, H. (1980). Artful scribbles. New York: Basic Books.
21. Gardner, H., & Winner, E. (1982). First intimations of artistry. In S. Strauss (Ed.), U-shaped behavioral growth (pp. 147-168). New York: Academic Press.
22. Globerson, T. (1985). Field dependence/independence and mental capacity: A developmental approach. Developmental Review, 5, 261-273.
23. Globerson, T. (1989). What is the relationship between cognitive style and cognitive development? In T. Globerson & T. Zelniker (Eds.), Cognitive style and cognitive development (pp. 71-85). Norwood, NJ: Ablex.
24. Golomb, C. (1974). Young children's sculpture and drawing: A study in representational development. Cambridge, MA: Harvard University Press.
25. Golomb, C. (1987). The development of compositional strategies in children's drawings. Visual Arts Research, 13, 42-52.
26. Golomb, C. (1992). The child's creation of a pictorial world. Berkeley: University of California Press.
27. Golomb, C., & Farmer, D. (1983). Children's graphic planning strategies and early principles of spatial organization in drawing. Studies in Art Education, 24, 86-100.
28. Golomb, C., & Haas, M. (1995). Varda: The development of a young artist. In C. Golomb (Ed.), The development of artistically gifted children: Selected case studies (pp. 71-100). Hillsdale, NJ: Lawrence Erlbaum.
29. Hardiman, G., & Zernich, T. (1988). Some considerations of Piaget's cognitive-structuralist theory and children's artistic development. In G. Hardiman & T. Zernich (Eds.), Discerning art: Concepts and issues (pp. 355-365). Champaign, IL: Stipes.
30. Harris, D. B. (1963). Children's drawings as measures of intellectual maturity. New York: Harcourt, Brace, and World.
31. Horowitz, F. D. (1987). A developmental view of giftedness. Gifted Child Quarterly, 31, 165-168.
32. Jackson, N. E., & Butterfield, E. C. (1986). A conception of giftedness designed to promote research. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 151-181). Cambridge: Cambridge University Press.
33. Kellogg, R. (1969). Analyzing children's art. Palo Alto, CA: National Press Books.
34. Lark-Horovitz, B., & Norton, J. (1959). Children's art abilities: Developmental trends of art characteristics. Child Development, 30, 433-452.
35. Lark-Horovitz, B., Lewis, H. P., & Luca, M. (1967). Understanding children's art for better teaching. Columbus, OH: Merrill.
36. McKeough, A. (1992a). A neo-structural analysis of children's narrative and its development. In R. Case (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 171-188). Hillsdale, NJ: Lawrence Erlbaum.
37. McKeough, A. (1992b). Testing for the presence of a central social structure: Use of the transfer paradigm. In R. Case (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 207-225). Hillsdale, NJ: Lawrence Erlbaum.
38. Morra, S., Moizo, C., & Scopesi, A. (1988). Working memory (or M operator) and the planning of children's drawings. Journal Experimental Child Psychology, 46, 41-73.
39. Pariser, D. (1987). The juvenile drawings of Klee, Toulouse-Lautre and Picasso. Visual Arts Research, 13, 53-67.
40. Porath, M. (1990, October). Stage, structure, and complexity in the artistic development of gifted children. Paper presented at the second European conference of the European Council for High Ability, Budapest.
41. Porath, M. (1991). Educational implications of a developmental perspective on giftedness. Exceptionality Education Canada, 14, 61-76.
42. Porath, M. (1992a). Stage and structure in the development of children with various types of "giftedness." In R. Case (Ed.), The mind's staircase: Exploring the conceptual underpinnings children's thought and knowledge (pp. 303-317). Hillsdale, NJ: Lawrence Erlbaum.
43. Porath, M. (1992b, February). Drawing in middle childhood: Stages of development and instructional implications. Paper presented at the International Association for Cognitive Education, Riverside, CA.
44. Porath, M. (1993). Gifted young artists: Developmental and indiviual differences. Roeper Review, 16, 29-33.
45. Porath, M. (1996). Narrative performance in verbally gifted children. Journal for the Education of the Gifted, 19, 276-292.
46. Reid, D. T. (1992). Horizontal and vertical structure: Stages and substages in children's motor development. In R. Case (Ed.), The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge (pp. 247-266). Hillsdale, NJ: Lawrence Erlbaum.
47. Rosenblatt, E., & Winner, E. (1988). Is superior visual memory a component of superior drawing ability? In L. K. Ober & D. Fein (Eds.), The exceptional brain: Neuropsychology of talent and special abilities (pp. 341-363). New York: Guilford.
48. Salome, R. A. (1974). Identifying and instructing the gifted in art. Art Education, 27, 16-19.
49. Smith, P. M. (1993). Young children's depiction of contrast in human figure drawing: Standing and walking. Educational Psychology, 13, 107-118.
50. Strommen, E. (1987). The Goodenough-Harris Draw-A-Person test and drawing development. Visual Arts Research, 13, 22-28.
51. Tabachnick, B. G., & Fidell, L. S. (1989). Using multivariate statistics. New York: Harper Collins.
52. Webb, R. A. (1974). Concrete and formal operations in very bright 6-to 11-year-olds. Human Development, 17, 292-300.
53. Winner, E. (1982). Invented worlds: The psychology of the arts. Cambridge: Harvard University Press.
54. Winner, E., & Gardner, H. (1981). The art in children's drawings. Review of Research in Visual Arts Education, 14, 18-31.
55. Winner, E., & Pariser, D. (1985). Giftedness in the visual arts. Items, 39, 65-69.