A Study of Young Artists: The Development of Artistic Talent and Creativity

ABSTRACT: This study explored the development of talent and creativity in a population of 60 children (kindergarten through 5th grade) enrolled in a private art-enrichment program. The population of highly motivated and highly reinforced children offered an opportunity to explore the relations among the following hypothesized components of creativity: motivation, knowledge, problem finding, ideation, evaluation, age, and context. The children were videotaped while they created solutions to 2 artistic and 3 puzzle-like activities; the observed behavior provided scores on problem finding, evaluation, and ideation. In addition, 3 artists scored the 2 drawing tasks on knowledge and ideation. Age was correlated significantly with knowledge in both drawing situations, but the relations between age and problem finding, ideation, and evaluation depended on the variable used, the problem situation, or both. In one drawing situation, controlling for technical expertise resulted in a curvilinear relation between novelty and age. The pattern of relationships among the components also differed with the drawing situation. The context, or problem situation, also interacted with the contributions of age, evaluation, and problem finding in the prediction of novelty. Multiple linear regressions of assessments of knowledge and ideation on the assessed novelty of both drawings revealed the significance of expressivity and composition in predicting novelty. The findings are discussed within the context of a developmental theory.     

Interpretive Artists: A Qualitative Exploration of the Creative Process of Actors

Actors, dancers, and musicians generally are referred to as artists, but many do not originate the work they perform; rather, they interpret the work of originating artists. Past models of the creative process were based on originating artists. The purpose of this study was to explore the creative process of interpretive artists, specifically actors. To further characterize the creative process of actors, this study additionally investigated (a) the social influences that undermined or enhanced an actor's creativity, (b) the tension that occurs between an actor's personal and character identities, and (c) the need for spontaneity in the creative process of actors. Semistructured interviews were conducted with 3 actors. Content analysis revealed three stages of the creative process for actors: a general preparation period, rehearsal, and performance. This model was compared with a previous model of the creative process based on originating artists. Social influences seen as enhancing creativity were clear direction, trust, freedom, respect, challenge, collaboration, and unity with the audience. Undermining social influences included reward, poor direction, evaluation, distrust, peers who stopped listening, and feeling interchangeable. The tension between an actor's personal and character identities was characterized by catharsis and difficulty in delineating boundaries. The need for spontaneity was seen as crucial in the actor's creative process. It is suggested that the actor's creative process is more improvisational, characterized by process and product co-occurring, real-time social influences, tension between personal and performing identities, and the need for spontaneity.     

The Emergence of Narrative Identity

This paper reviews the current research on narrative identity. Narrative identity is quickly becoming accepted as a promising process approach to self‐development in a variety of fields, including developmental, clinical, cultural, personality, and social psychology. This paper reviews factors surrounding the emergence of narrative identity in adolescence, relations between narrative patterns and age and personality, as well as factors that are important to developing a coherent narrative identity, such as the emotional valence of experience, storytelling, and culture. Finally, new and emerging issues are raised for those interested in the study of narrative identity, with a particular focus on narratives that are difficult to tell and may violate cultural norms.     

Artists versus Nonartists: Rorschach Determinants and Artistic Creativity

A clear differentiation between artists and nonartists was found in both formal quantitative and informal qualitative analyses. The results of the present study lend statistical support to the discriminatory power of the Rorschach in identifying artistic creativity. Artists and nonartists were carefully matched as to sex, age, verbal intelligence and education. The Rorschach Group Method was utilized to compare the two groups on all formal scoring categories of both the Klopfer and Beck systems. In addition to formal scoring, possible discriminating aspects in the verbalization of responses were analyzed qualitatively.     

The Creative Identity: Creative Behavior From The Symbolic Interactionist Perspective

This paper outlines a framework for understanding the motivation of certain creative behaviors from the perspective of symbolic interactionism. The fundamental tenets of symbolic interactionism are described, followed by a discussion of the mechanics of symbolic interactionist-based role-identity theory, and how the theory can be applied to the motivation of creative behavior. The paper also addresses directions for practical application and future research in this area.     

Mass Media and Religious Identity: A Case Study of Young Witches

Drawing on interviews with 90 young people who have become Witches, we explore the visual media's influence on identity formation and maintenance. Witchcraft is a late modern religion that is highly individualistic and many young people report they have become a Witch without any interaction with other Witches. The rapid growth of interest in this religion among the young since The Craft was first shown provides an important example of the mass media's role in formation of contemporary religious identity. We argue that representations of Witchcraft in the visual mass media (along with other cultural trends such as environmentalism, feminism, and individualism) and cultural resources such as books, Internet sites, and magazines provide a mediated form of social interaction that sustains the plausibility of Witchcraft as a religion. It also helps the young to develop and legitimate their beliefs and practices and develop their Witchcraft persona.     

The Creative Personality: A Synthesis and Development of the Creative Person Profile

Several constructs from the research literature on the creative personality were reoperationalized to gain further understanding of the structure of the creative personality and to develop a broad measure of relevant traits (CPP—the Creative Person Profile). From an initial pool of 38 creativity relevant personality constructs, 7 factors were identified and labeled (emotional instability, ambition, associative orientation, motivation, need for originality, agreeableness, and flexibility) in a sample of 481 participants with a mean age of 31.6 years. In a subsample, there were theoretically meaningful correlations between the 5-factor model of personality and 5 of the CPP factors. Moreover, most of the 7 components correlated with at least 1 ability test or self-report criterion of creativity (creative problem solving, remote associates test, ideational fluency, items from a creative activities checklist). Finally, in a discriminant validity study, scores on the 7 factors clearly differentiated between a group of professional artists (n = 69) and the remainder of the sample, and between a group of marketing students (n = 40) and the remainder of the sample.     

The Transition to Young Adulthood: Generational Boundary Dissolution and Female Identity Development

This research explored links between differential qualities of family connectedness and young adult females' development of an independent identity. Identity development involves exploration of possible roles and choices in particular domains such as occupation, dating, and friendship, followed by commitment to a set of values and behaviors in one of these areas. In this study, women who reported that their parents encouraged autonomy while still maintaining closeness also reported more exploration in their friendship and dating relationships. In contrast, reports of parent-child boundary dissolution, characterized by role-reversal, enmeshment, and overinvolvement, were related to less exploration, particularly in dating relationships. Mother-daughter boundary dissolution, specifically, was linked to women'stendency to base their commitments to a career and relationships with others on parental values and expectations without ever exploring alternative choices. Father-daughter boundary dissolution was related to lower exploration as well as lower commitment to values and beliefs in any area. These findings lend support to theoretical and clinical impressions that inter-generational boundary violations hinder the development of an independent identity.     

The Dynamics of Creative Self-Concept: Changes and Reciprocal Relations Between Creative Self-Efficacy and Creative Personal Identity

Although creative self-concept constructs are intensively studied in the creativity literature, little is known about the dynamics of their changes during the life span and the relationships between different aspects of the creative self-concept. Using a longitudinal and a cross-sequential design, this investigation aimed to test changes in two important creative self-concept constructs—creative self-efficacy and creative personal identity—over short (6 months) and longer (20 months) periods of time, while simultaneously examining reciprocal relationships between them. The results showed the short-term stability of both constructs, but they also revealed significant change over the longer period―specifically, a growth of creative self-efficacy and creative personal identity in people from late adolescence to early adulthood and a drop among older participants. Reciprocal longitudinal relationships between creative self-efficacy and creative personal identity were also demonstrated, with creative self-efficacy being a more stable predictor of creative personal identity than the reverse.     

The Significance of the Emergence of Language and Symbol in the Development of the Young Infant

In this paper I have suggested that the mother–child dyad is the foundation for integrity between the psychic self and the physical self, and the capacity of these to relate to the external environment. I have also argued that the development of language and symbol are creative agents in the development of consciousness in the young infant, and that the emergence of language and symbol are an expression of the opening of a potential space which allows differentiation from the mother and facilitates the infant’s ability to distinguish fantasy from fact and self from other. Sharn Waldron is a psychotherapist residing and working in Suffolk, England and is a registered member with the UKCP through the Forum for Independent Psychotherapists. She has contributed numerous papers for international psychotherapeutic journals, is a contributor to Pear’s Cyclopedia and writes freelance for Penguin and the National Health Service in the United Kingdom.     

Identity Development in Adulthood: A Longitudinal Study

Identity status interviews involving five domains of life (religious beliefs, political ideology, occupational career, intimate relationships, and lifestyle) were conducted with 249 women and men at ages 27 and 36. The results on overall identity and domain-specific identities confirmed our general hypothesis as to the strengthening of the commitment process: (1) stability was higher in the identity statuses involving commitment (identity achievement and foreclosure) than in the statuses not involving commitment (identity diffusion and moratorium); (2) an increase in the salience of identity domains could be attributed to an increase in the commitment process; (3) transitions into identity statuses involving commitment were more frequent than transitions into statuses not involving commitment; indicating that both identity achievement and foreclosure might be end points of identity development. It was concluded that the results pointed to identity development in adulthood rather than to a random fluctuation in identity statuses over time.     

Being Young and Strictly Religious: A Review of the Literature on the Religious Identity Development of Strictly Religious Adolescents

Strictly religious adolescents grow up in highly religious contexts with orthodox beliefs and practices that usually contrast with those of pluralist and secularized societies that can be perceived as promoting unhealthy religious identity development. For these adolescents, religious identity development may be a challenge; however, there seems to be a lack of theoretical and empirical understanding of how these adolescents develop their religious identities. To address this, a literature review was conducted, and 15 studies were selected after the application of selection criteria. This review focuses on the characteristics of these studies to understand the religious identity development of strictly religious adolescents. Implications for theory development and further empirical research are discussed.     

Identity, the Identity Statuses, and Identity Status Development: A Contemporary Statement

The Utrecht Study of Adolescent Development (Meeus et al., this issue) provides new data pertinent to issues of identity formation addressed in earlier reviews of the literature, specifically, (a) the direction and timing of identity status development, (b) the relative stability of the identity statuses, and (c) gender differences in identity formation. Despite numerous differences from earlier studies in the samples studied, the instruments used, and the methodologies employed, the findings of the Utrecht study are generally quite consistent with theoretical expectations and previous research outcomes. Because of the size and scope of the Utrecht study, data on possible age differences in the frequency of specific patterns of intraindividual identity status change could be analyzed. This aspect of identity formation had not been previously investigated. Equivocal results were obtained. Possible explanations for the partial failure to confirm this aspect of developmental theory are discussed.     

Trajectories of Cultural Identity Development of Young Immigrant People: The Impact of Family Practices

Drawing on socio-cultural and social representations theory this paper explores processes of cultural identity development in immigrant young people. Empirical data (that draws on the analysis of data from a much larger three-year research project) on experiences of Portuguese young people living in England, including the perspectives of their parents and teachers, is selectively used. Examples are used to explore processes of identity development through engagement in (i) situated activities (the doings), and (ii) symbolic activities (the meanings). It is argued that these activities involve complementary processes of mediation, which influence trajectories of identity development. This analytical distinction serves to illustrate that, for example, the situated activity of a young person translating for the family, on the one hand, involves the use of similar socio-cognitive resources as mediators (for instance, competency in the English and Portuguese language). On the other hand, translating as a symbolic activity, exposes different meanings of being Portuguese, which are used as resources in mediating cultural identity development. We explore how these different meanings are impacted by identities extended to the young person by significant others in relation to engagement with family practices.     

Me,Myself, and Mobility: The Relevance of Region for Young Adults' Identity Development

As residential mobility is a common life event that particularly affects young adults, regional identity may be relevant for young adults. We therefore extended the three‐dimensional identity model to the regional domain. The development of regional identity was studied using a prospective design over six months with a sample of 1,795 post‐secondary graduates (71% female, mean age of 24.54 years), containing both movers and non‐movers. Latent profile analyses and latent profile transition analyses revealed three main findings: First, solutions with four regional identity statuses—moratorium, searching moratorium, closure, and achievement—were found to be most interpretable. Second, the emergent statuses differed substantially in terms of Big Five personality traits and life satisfaction, as well as with moving experience. Third, the stability of identity status membership across a period of six months was highest for the non‐movers group. Comparatively less stability across time was found for the movers, underscoring the relevance of transitions for identity development. Taken together, these findings show that even in a mobile world, region matters in identity development. Copyright © 2016 European Association of Personality Psychology     

Conscious Motivations of Adolescent Visual Artists and Creative Writers: Similarities and Differences

This exploratory study was designed to expand the field’s understanding of talented adolescent visual artists and creative writers and their conscious motivations for engaging in these creative activities. Accordingly, 233 talented high school visual arts (n = 151) and creative writing (n = 82) students were asked to rate the degree to which they believed their creative activities were motivated by each of a wide range of possible motivations. The students in both fields reported being very strongly motivated by the opportunities their activities provided them to use their imaginations, feel free, sense that they were being their “true” selves, regulate their emotions, capture moments in time, deepen their self-understanding, express themselves, improve their skills, and enhance their self-esteem. Some of these motivations correspond closely to those highlighted by theories of intrinsic motivation, competence motivation, and self-actualization, several are similar to those which have been reported by professional artists and writers, and some suggest that the students may have derived important psychological benefits from their creative activities. Theoretically plausible differences between the motivational profiles of the visual and creative writing students were identified and discussed.