UNIVERSITI TEKNOLOGI MARA

ARTISTIC CHILD PRODIGY PHENOMENON: NATURAL TALENT OR CONTINOUS PRACTICE

NASIHA BINTI SHAHARUDIN (2014639742)

M.Ed (VISUAL ART EDUCATION)

DIS 2014

Table of Contents CAPTER 1: INTRODUCTION

1.0 Introduction ................................................................................................................................... 3

1.1 background of the study ................................................................................................................ 4

1.2 Statement of the Problem .............................................................................................................. 5

1.3 Research objective ........................................................................................................................ 6

1.4 Research question ......................................................................................................................... 6

1.5 Operational definition ................................................................................................................... 6

1.5 Limitation ...................................................................................................................................... 8

1.7 Significance of the study ............................................................................................................... 8

Chapter 2 : LITERATURE REVIEW

2.0 Introduction ................................................................................................................................... 9

1.6 Child prodigy ................................................................................................................................ 9

2.2 Artistic child prodigy reference in fine art ................................................................................. 10

2.2.1 Realism Painter ................................................................................................................... 10

2.2.2 abstract expressionist painter .............................................................................................. 11

2.3 Artistic talent development and Expertise Acquisition ............................................................... 12

2.4 Art education for children ........................................................................................................... 12

2.5 Theoretical Framework ............................................................................................................... 13

CHAPTER 3: RESEARCH METHODOLOGY

3.0 Introduction ................................................................................................................................. 16

3.1 Research design .......................................................................................................................... 16

3.2 Population and Sample................................................................................................................ 16

3.3 Instruments .................................................................................................................................. 17

3.4 Data Collection ........................................................................................................................... 19

3.5 Data analysis ............................................................................................................................... 22

Reference: ................................................................................................................................................... 23

Chapter 1

INTRODUCTION

1.0 Introduction

Everyone has their own advantages, as well as the child prodigy, as well as the child

prodigy. The child prodigies have long excited the world. The can do amazing things and

often contribute wonderful things to their field of study. Some have names that will be

remembered for generations to come, while eithers excited us with their interesting and

then fade into the fabric of the world. However, it doesn't change the fact that these

wonderful children have lived lives and added value to the world they live in. This

phenomena is affecting the entire world because not many child prodigies . This problem

a attracted many researchers to investigate what actually happens to child prodigy, how

are they able to do thing are done adults only.

This is exactly where the puzzle is hidden : in the age of child prodigies. Age means

development and this is a key to the explanation of the nature of the child prodigy

phenomenon. The significance of the concept of age for explaining the prodigy

phenomenon can be found in Feldman’s (1986b) definition of prodigy. According to him,

“a prodigy is a child, who before the age of 10,

performs at a level of an adult professional in

some cognitively demanding field” (p.161).”

Using this age boundary, Shavinina’s (1999) definition of child prodigy is as

follows:

“a prodigy is a child who, before the age of 10,

displays extraordinary intellectual-creative

performance and/or achievements in any type

of a real activity” (p. 26).

She differentiates between general and special types of prodigies. Prodigies in art,

chess and music belong to special types. Prodigies who manifest advanced level of

thinking constitute the general type. At the same time, all prodigies are mental prodigies,

because all of them display intellectually creative performance or achievements in

various fields of human activity. According to refers What Does Research on Child

Prodigies Tell Us About Talent Development and Expertise Acquisition? ( (V.Shavinina,

2010)

1.1 background of the study

This paper is focused on child prodigies in the field of fine arts, regardless of artistic

child prodigy of the country or even outside the country. According to Golant, K .S

(2010) child prodigy showed high interest in learning, suspicious and have a high

curiosity for the environment and be able to incorporate some of the information in them.

At present, the phenomenon of child prodigy , especially in the arts began to be a

concern for the production of their work beyond their age. for example, this happens to

Akiena artistic child prodigy, who has become an ambassador a camera company and

was told the nature of curiosity and how he was looking for inspiration for his income.

According to What Does Research on Child Prodigies Tell Us About Talent

Development and Expertise Acquisition? (V.Shavinina, 2010). Shavinina agree with

Gardner in his theoretical explorations is a follower of Feldman’s theory. In this light, he

does not bring anything new to the explanation of the nature of the prodigy phenomenon.

Gardner (1993a) conducted his research on the famous prodigy Picasso from interactive

and developmental perspectives. Gardner’s (1993a) important finding consists in the

demonstration of Picasso’s totally egocentric behaviour during his whole life, which can

be explained by Picasso’s extraordinary gifts and talents.

“Picasso enjoyed the benefits and liabilities of a prodigious start.

His gifts and energies meant that, with few exceptions, he was able

to do whatever he wanted, whenever and wherever he wanted,

throughout his life. His virtuosity was never seriously challenged,

let alone vanquished... Picasso was not able to think beyond his

gift. In many ways he remained childish... (Gardner, 1993a,

p.184).”

Therefore, Gardner pointed out the necessity of personality development for

prodigies. His interesting conclusion is that there is a strong contrast between the adult

creators means who must discover their own styles of creativity and the domain in which

they can excel, and are formed as personalities by their family and the child prodigy

means who must construct a creative having his or her domain as given by the birthright .

Their ability to be a sign of whether they have already had a natural talent or because of

ongoing training provided by the parents who bring them to the level of the highest level.

1.2 Statement of the Problem

Available talent from an early age or their artistic talents due to continuous practice.

According to Huitt, W., & Hummel, J. (2003) based on Piagets Theory, he believe, the

development cognitive going individually and If the child is clever, indeed since the

birth of the child was clever. In Piagets theory learning process not need system.

According to Vygotsky (1986), Learning process have system and need support

system will help a person in any direction.

1.3 Research objective

The research objectives of this study are as follows:

1.3.1 To identify the characteristics of artistic child prodigy .

1.3.2 To understand the factor that can increase the probability of the appearance of

artistic child prodigy .

1.3.3 To identify whether artistic child prodigy develop naturally or through continuous

practice.

1.4 Research question

The research question of this study are as follows:

1.4.1 What are characteristics of artistic child prodigy ?

1.4.2 What are the factor of that can increase the probability of the appearance of artistic child

prodigy ?

1.4.3 Is it artistic child prodigy develop naturally or through continuous practice?

1.5 Operational definition

The definitions used in this study are as follows:

1.4.1 Artistic

According to online YourDictionary (2014). Artistic is defined as someone who

possess creative qualities that enable him to excel at producing creative works like

paintings or sculptures.For this study, Artistic represent artistic skills and talents.

1.4.2 Child Prodigy

According to Wikipedia (2014) , A child prodigy or Wunderkind is a person who,

at an early age, develops one or more skills at a level far beyond the norm for

their age. A prodigy has to be a child, or at least younger than 18 years, who is

performing at the level of a highly trained adult in a very demanding field of

endeavor For the purpose of this study, child prodigy refers to all possible types

of gifted children, the exceptionally highly developed abilities in very young

children.

1.4.3 Natural talent

According to blueprinttennis.com (2011) Natural talent is an innate or inborn gift

for a specific activity, either allowing one to demonstrate some immediate skill

without practice, or to gain skill rapidly with minimal practice. By this definition,

the key advantage of natural talent is that it allows the individual a steep learning

curve, whereby he or she acquires skills readily with less practice or hard work

than the average person. As well as the advantage of learning quickly, natural

talent is also said to increase one’s maximum potential. This implies that each

individual has a ceiling that caps the highest level of performance they can attain,

no matter how hard or long they train. For gifted performers, this ceiling is said to

be higher. For this study, children have a tremendous advantage .

1.4.4 Practice

According to online Merriam – Webster Dictionary (2013) , practice is to do

something again and again in order to become better at it. For this study, practice

means always doing practice to skill development.

1.5 Limitation

The first limitation is the respondent of this study. The respondent is only limited to child

prodigy only. Is not easy to find child prodigy in Malaysia area, because they The second

limitation of this study is only in the field of fine art. The third limitation is lack of

resources about child prodigy in 2010 until present.

1.7 Significance of the study

Firstly, Child prodigy in fine arts is a valuable asset for a country. To know the character

artistic child prodigy during their growth (In terms of cognitive, soft skill and attitudes).

To understand the factor or forces like family art historical or environment that can

increase the probability of the appearance of prodigies.

Chapter 2

Literature review

2.0 Introduction

This study will explore the artistic child prodigy phenomenon: natural talent or

continuous practice. The main objective of this chapter is to analyze and review past

studies and obtain information on artistic child prodigy. The second part more to child

prodigy artist reference, to explore development from start they make artwork until they

can be considered as the maximum age of a child prodigy or a genius. In this part, to

identify artist among child prodigy as a proofs. The last two parts of this chapter focused

on cognitive mental, Talent Development and Expertise Acquisition and art education

practice for children.

1.6 Child prodigy

Based on research conducted by Shavinina (2010) about child prodigy, she says it is

impossible to understand talent development without understanding the nature of the

child prodigy phenomenon. According to her, to demystify this phenomenon, we must to

understand it’s inner or fundamental mechanism that various external factor or forces.

The more obvious example, like social environment chill hood or historical family. From

this factor maybe will detected now this phenomenon develop within the child.

2.2 Artistic child prodigy reference in fine art Artists among children already tracked by the research of art as their expertise beyond

their actual age. In addition, the awareness of parents about their child's talent is also a

factor these children make art as a career.

2.2.1 Realism painter

according to Akiane Gallery (2000) Akiane started experiencing vivid

impressions about invisible realms and a great desire to express them through art

utilizing whatever medium was found on hand like candles, lipstick, fruits,

vegetables, charcoal or pencils. For more details, researcher showed two artworks

as evidence.

Figure 1: Akiane, Puppy , Age 5 (2000)

Figure 2: Akiane, Prince of Peace, Age 8 (2003)

2.2.2 Abstract expressionist painter

She is an Australian born abstract expressionist painter of Russian heritage and

now aged 7 year old. According to Abstract-expressionist/Gestalt artist: Aelita

(2014), she first began to paint professionally from nine months old when her

amazing acrylic on canvas paintings were included in her solo exhibition in

Australia at age two.

Figure 3: Aelita, The cloudman, age 1 (2008)

Figure 4: Aelita, Stradifaries, age 5 (2012)

2.3 Artistic talent development and Expertise Acquisition

Talent development is seen as an acquired expertise that can be traced from childhood

and it is different from the field of sports, games and mathematics. According to

Simonton (2000), He said, in talent development , the potential predictors were seven

measures of domain-relevant experience is cumulative years (first drawing and first

lessons) and cumulative products . The monotonic longitudinal trends and the relative

explanatory power of the expertise-acquisition measures indicate that complex

specialization (“overtraining”) and versatility (“cross-training”) effects may determine

creative development across the life span.

2.4 Art education for children

According to child development and art education: A review of current research and best

practices (2012). In early 5 childhood, arts experiences present students with a primary

means of communicating their understandings of themselves and their world. There are

three point important to be emphasized in the training of children in art education. Firstly

is physical . in this stage, childhood learners are mastering gross motor skills, but fine

motor coordination like drawing are still a bit beyond their grasp. At this age,

experience, exploration is important because it involves physical activity. Second factor

is art experiences should emphasize exploration and creative manipulation of materials,

as opposed to more structured assignments with a goal or subject dictated to students by

the teacher. Third is social and emotional. In the earliest stages of this age range, parents

and teachers are often the most important individuals in a student’s life, but by ages 5

until 7, friendships within students’ own peer group gain increasing social importance as

well. Based on the readings, pronounced emphasis on the value of the arts in helping

children to make sense of their world, make connection between disparate ideas and

make connection between the self and others.

2.5 Theoretical Framework

This theory was formulated based on the research topic Artistic Child Prodigy

phenomenon: Natural talent or continuous practice. According to Swanson (2013),

Theories are formulated to explain, predict, and understand phenomena and, in many

cases, to challenge and extend existing knowledge within the limits of critical bounding

assumptions. The theoretical framework is the structure that can hold or support a theory

of a research study. The theoretical framework introduces and describes the theory that

explains why the research problem under study exists. According to This framework for

this study is shown in figure 5 and it illustrates is it variables used in this study which

affect the existence of Artistic Child Prodigy:

Figure 5: Theoretical framework

In this study, all the variables (child prodigy, natural talent and continuous practice) is

indipendent variables .

Artistic child prodigy in this study supported multiple intelligences theory by Gardner, Artistic

child prodigy is spatial intelligence refers to the ability to represent the imagination in yours.

They have ability and skill in fine arts beyond adult, knowledge, technique and quality.

Artistic child prodigy formed due to two factors: whether the child was indeed have a natural

talent or because of learning art education that helps children understand psychomotor their

Artistic Child Prodigy

Natural Talent Continuous practice

Scaffolding (Vygotsky)

Spatial-visual intelligences (gardner)

Development Theory

(Piagets)

hands moving. Gifted and talented theory helps identify child prodigy and to understand their

differences with other children. As shown in figure 6, child prodigy influenced by two variables

seen whether it was indeed born child prodigy has gifted since childhood and began imagination

and desire to produce something else. These variables supported by the theory of cognitive

development that made Piagets. Theory Piagets can come by individual, means he believe if the

child is clever, indeed since the birth of the children was clever. In these variables for this study,

biological maturity to be one factor that can be supported with Piagets theory. Biological

maturity is intended child prodigy skills associated with family history and genetics or breed of

one parent.

Second variables are continuous practice theories supported scaffolding made by Vygotsky

(1986). When the child is an appropriate time to form individual interests and talents by existing

individual or perhaps coercion. Drawing talent and interest in the field of fine arts into ZPD in

these variables. Continuous practice is scaffolding that helps children become Artistic Child

Prodigy. This is because Vygotsky believed talent can be created with systematic learning and it

is more logical.

Chapter 3

RESEARCH METHODOLOGY

3.0 Introduction This chapter will discuss the following : Research Design, Population and Sample,

Instrumentation, Primary Collection and Data Analysis Plan.

3.1 Research design

The research use Qualititative approach by employing a phenomenology research. The design

was meant to identify the characteristics of artistic child prodigy, to understand the factor that

can increase the probability of the appearance of artistic child prodigy and to identify artistic

child prodigy have natural talent or continuous practice. Children have fine arts skill around

early ages until 17 years have been chosen as samples for this study and a set of observation and

interview in the research to gather the data needed. As cited in Kawulich (2005),define

observation as "the systematic description of events, behaviors, and artifacts in the social

setting chosen for study" (p.79). Observations enable the researcher to describe existing

situations using the five senses, providing a "written photograph" of the situation under

study (Erlandson, Harris, Skipper, & Allen, 1993).

3.2 Population and Sample

The population for this study were children who are skilled in the field of fine arts. The

method used was snowball sampling from non- random sampling. Snowball technique

used in this research because the sample is a child who is skilled in the art around early

ages until 17 years, and requires several intermediate people before meet the sample. This

sampling technique was chosen as the objective of this study was to identify the

characteristics of artistic child prodigy and to understand the factor that can increase the

probability of the appearance of artistic child prodigy . The selected sample taken from

several galleries, residency and school. Children who participated in several exhibitions

galleries everywhere. The sample sizes for this study only 10 respondents.

3.3 Instruments

The instrument used data collection in this research study was observation and interview.

According to Bloch (2011) in Structured Methods: Interviews, Questionnaires and

Observation, a study of this sort can involve anything from a short paper-and-pencil

feedback form, to an intensive one-to-one interview asking a large number of questions,

to direct observation of relevant behavior. For this purpose of this study, observation is

only applied to the respondent to see the character of gifted children. The observation

rubric was adapted from Identification of Children Who Are Gifted in Visual Arts by

Departments of Education, Ohio (2009). Some of the items in the rubric are designed by

the researcher in order to analyze the creativity and behavior child prodigy . The

observations will yield qualitative data. By way of collecting images as visual data and

each child behavior will translate into qualitative data . The interviews also used answer the research question of this study. Participant interview

consisted of three parties. The first of respondent's parental family background data

collection respondent. The second is an expert opinion in the field of child development

and third is owner gallery and residency to give critic of artwork.

The descriptions of each section are as follows:

Table 1: Description of the observation and interview

Category

Description

Researcher should take note

Character

(Observation)

This section divided into two sections, the

first is physical, such as age and gender. Both

personal development such as the maturity of

mind, behavior and habit.

- speech,

- Behavior,

- Way of thinking

- Habit

- Art skill level

Environments

(Observation)

This section more focus to see conditions

studio painter and behavior during the process

of producing the artwork.

(Interview)

More focused on the question of factors of

child gifted and talented

(observation)

- Behaviour when

children are in the

studio (interview)

- Art family history or art education.

- children's interest in art

Artwork

(Observation)

This section to see the development of the

work produced viewed in terms of the style

used to work for example realism style,

futuristic style or pop art style. In addition,

the observation is made to see the maturity of

the work produced, and using any material in

the promotion of gifted children.

(Observation)

- The style of artwork

- Material and the

medium used

- Duration make artwork

- Behavior when

children are in the

studio.

3.4 Data Collection

The respondent of this observation is children have skill in fine art , Delwin from Penang

and others. Before the researchers make the observation in the studio respondent,

Researchers need to know about the first research objective.

And participant interview is parents of artistic child prodigy and owner art gallery.

Before the participants answer in the interview, there was a briefing and explanation

about the objective in this study.

The observation and interview process was monitored by researcher herself.

The data collection was as follows:

(Interview)

art criticism about the paintings were gifted

children

(interview)

art expert opinion about

the maturity of the artwork

produced.

Figure 6: Summary of the Data Collection Procedures from observation

Design of Observation

The observation has 3 category which are character category, environments category and changes maturity artwork artistic child prodigy category.

Sample Selection

The respondent of this observation are 5 artistic child prodigy around early child until 17 years . The selected through the galleries, residency and art schools .

Observation distribution

The observation is distributed on every 2 week

Time taken

The time needed to complete for each session requires 5 hours.

Observation Process

The observation process was monitored by the researchers herself. to ensure data every minute of this child prodigy can be taken with accurate and authentic. Spontaneity made by the respondent to reforms in the data.

Observation Collection

The observation is collected after outcome data from each observation session will be recorded and collected after some time met with respondent to make a statement.

Figure 7: Summary of the Data Collection Procedures from interview

Design of interviews

The interviews will be conducted Semi – instructured.

Sample Selection

individuals who will be in the interview are the parents of a child prodigy, an expert in the field of child development and gallery owners.

Interview distribution

The observation is distributed is 2 session or more depend the information we collect.

Time taken

Should meet several times to collect all the data that can answer the second research objective.

Interview Process

The interview process was monitored by the researchers herself. To provide comfort for the respondent, interview sessions will be conducted at home parents and gallery to gallery owner or curator

Interview Collection

The interview is collected after outcome data from each interview session will be recorded and collected after some time met with participant to make a statement.

3.5 Data analysis

All the data obtained from the observation and interview were collected and analysed to provide answers to three research questions for the study.

Table 2: Summary of Data Analysis

Research Research instruments Type of Data Analysis i) What are characteristics of artistic child prodigy ?

Observation

Data were analyzed to the observation rubric

ii) What are the factor of that can increase the probability of the appearance of artistic child prodigy ?

Interview

I) Content analysis ii) Data coding

iii) Is it artistic child prodigy develop naturally or through continuous practice?

a. Interview b. observation

i)Content analysis ii) Observation rubric

Reference:

Amy Charleroy, Child Development & Art Education: A review of current research & best practices, (2012)

Alice Bloch,Clive Seale & N.Phellas,Instructured Methods: Interviews, Questionnaires and Observation, 182- 193, (2011). Bernama, Autistic savant artist's Malaysia day gift to Obama, http://english.astroawani.com/news/show/autistic-savant-artists-malaysia-day-gift-to-obama-44027, (2014) Diane Scanlon, Carateristics & Behaviours of the Gifted, ,http://www.ri.net/gifted_talented/rhode.html, 2014 Dreck, Baum & Mc Cartney “Artistic Talent Development for Urban Youth: The Promise & The Challenge”, National Research Center on the Gifted & Talented, University of Connecticut, Storrs, (N.d) Eisner, “The Arts and The Creation of Mind”, London: Yale University Press/ New Haven& London,(2002) Jennifer E. Drake & Ellen Winner, Children gifted in Drawing, “Understanding Our Gifted”, (N.d) Identifying gifted & talented learners – getting started, Department For Children, School & Families, (2008) Larisa V.Shavinina, What Does Research on Child Prodigies Tell Us About Talent Development and Expertise Acquisition?, Talent Development & Excellence 29 ,Vol. 2, No. 1, 2010, 29-49

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational http://www.edpsycinteractive.org/topics/cognition/piaget.htmlPsychology Interactive, (2003).

Nick For & Etl, ow to use observation in a research project, “Trent Focus for research& development in primary health care”, 1998 Nordin Tahir, Teori Perkembangan, IPG Kampus Ipoh, (N.d) Susan Amidon, Identification of children who are gifted in visual arts, Ohio : Departments of Education, (2009)

Swanson, Richard A. Theory Building in Applied Disciplines. San Francisco, CA: Berrett-Koehler Publishers 2013.

Twigg & Garvis, “Exploring Art in early chillhood education”, “The International Journal of the Arts in Society 5, no 2(2010), 194-204

Weebly, Visual Arts Education for Gifted and Talented Children: A Resource for Teachers, http://visualartsgifteded.weebly.com/, (Acessed on Disember 25,2014)

WSInt, Akiena Gallery, http://www.akiane.com/store/, (2014)

Appendix B

INTERVIEW QUESTION

1. What is the age of the child when Mr/Mrs know your child has a talent in the field of fine arts?

2. Are you an artist or mybe you have position in art area? Or maybe you have talent in art?

3. Maybe both of you have a family background that has the talent in art?

4. How a teachers in schools, art teachers may have said something that gave a motivation to your child, sir?

5. whether Mr/ Mrs sending your child go to art classes? whether it is in accordance with the artistic skills of children, sir?

6. How the behavior of the child, sir? how they manage themselves and their conversation, did differ with other children?

7. whether it holds the first medium when children draw or make scribbling sir? whether they painting on paper or walls?

8. How to maturity of the artwork? could there be a change that sir can see? maybe sir can you show?

9. How do you realize your child has a talent that can be highlighted?

10. Lastly, could you will provide a space for your child to pursue his passion into a career or just fulfilling his interest when he was still in the early stages of a child?