week 11- who makes art and why?

Question 1

what three stages (and at what ages) does the traditional view say children’s drawings go through for realism?

Answer 1

1. less than 3 to 4: failed realism- cant capture spatial relationships among objects
2. 5 to 8: intellectual realism- draw what they know instead of what they see (ex. draw table as rectangle because tables are rectangles)
3. 9 and over: visual realism- draw what they are seeing from their viewpoint

Question 2

why do children draw what they know instead of what they see during this phase? explain Phillips et al (1978) hypothesis

Answer 2

they used knowledge interference such as schemata and canonical position

Question 3

describe the depth projections present at each age in children as shown in Willats (1977) study

Answer 3

5-7 year olds: no depth projection
7-12 year olds: orthographic projection (third dimension ignored)
12-13 years old: vertical oblique projection (no receding edges)
some 13-17 year olds: naive projection (lines converge but not at the correct angles)
some 13-17 year olds: true projection

Question 4

what 4 potential drawing inaccuracies were studied by Cohen and Bennett (1997)? what did they conclude?

Answer 4

1. misperception of the object
2. lack of motor coordination
3. bad decisions about what to draw
4. misperception of the drawing
   -they concluded that drawing inaccuracies are due to 1. misperception of the object

Question 5

what are two arguments that support the notion that precociousness is not talent or “giftedness”?

Answer 5

1. deliberate practice- people who are high achievers in music practice much more
2. strong parental support- high achievers in music have stronger parental support than thsoe taht dont

Question 6

what are the 4 arguments from Winner (2019) that state precociousness is talent? explain each

Answer 6

1. Early high achievement- she argues that practice is necessary but not sufficient for high achievement, as some children take less than 10 000 to master things
2. Biological markers- some biological differences are present in high achieving individuals (ex. lefthandedness, certain brain hemisphere dominance depending on their creative ability)
3. Rage to master- intense frustration or anger can serve as a powerful motivator, propelling individuals to overcome challenges and achieve artistic excellence
4. Deliberate practice is no guarantee of high achievement- a study has shown that deliberate practice accounted for 1% of variance in performance success

Question 7

what creative abilities are associated with anomalous (equal) brain hemisphere dominance

Answer 7

visual-spatial, mathematical, and musical abilities
BUT also language difficulties