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• W1042314421 abstract "The purpose of the study was to investigate the childhood experiences ofcontemporary, recognised visual artists in order to document and identifyformative influences which nurtured their interest in visual art throughchildhood into mature professional development.A total of thirty four artists were interviewed in the study. All subjects wereresidents of Tasmania. There were seventeen males and seventeen females.They were drawn from six media areas: painting, print making, ceramics,textiles, sculpture and book illustrating.Naturalistic research was deemed to be an appropriate methodology for thisstudy. The qualitative process of inductive analysis was used to generateinformation about significant influences on the development of young artists.The instrument for the study was an interview schedule. Three areas wereidentified as being the basis of the interview schedule: art experiences at home,art experiences at school and art experiences at different phases throughchildhood.Six major areas related to artistic development were identified: inherent ability,familial influences, access to imagery, technical knowledge, socialisation andschool influences. Findings of this study revealed that individuals who display a keen interest inart making from an early age, whether male or female, are aware of the urge tomake images with available materials and begin to do so with a firm singlemindednessin early childhood. They seek to acquire technical skills and seekadult role models. Contact with art work and art resources seem to make animpact and was important.The data revealed that the home environment was a significant source ofsupport for subjects interviewed. Considering education policy and thepromotion of gifted and talented programs for students, the case of artisticallytalented children may not align readily with current policy for other areas oftalent and giftedness.Results of the study indicate that the source of identification of artistic talentcame not from the school but from parents and other family members.Further, home environmental influences were responsible for nurturing theinherent talent exhibited by the subjects interviewed for this study. In somecases teachers provided support and encouragement but generally the schoolwas not the major source of influence. Identification as an artist does not seemto rely on an outside institution such as a school: rather, the identification isfrom the home environment and a 'significant other.'In conclusion, the need of artistically talented children, to work in isolation,has significance for school art programs. It would seem more important forchildren, who are identified as artistically talented, to be placed in out-of-schoolprograms rather than make allowance for those children in a regular schoolprogram." @default.
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• W1042314421 date "1996-01-01" @default.
• W1042314421 modified "2023-09-24" @default.
• W1042314421 title "What makes an artist? : formative influences in the early lives of 34 Tasmanian visual artists" @default.
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