Using Biographical Information in Identifying Artistic Talent

Ellison, Robert L.; Abe, Clifford; Fox, David G.; Coray, Kevin E.; Taylor, Calvin W.

doi:10.1177/001698627602000407

Cited by 9 publications

(1 citation statement)

References 6 publications

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“…Participant populations which have been targets of investigation include preschool children (Trowbridge and Charles, 1966;and Milgram et al, 1977), elementary school children (e.g., Ellison et al, 1976), high school students (e.g., Ellison et al, 1976), undergraduates and students in art schools (e.g., Barron, 1972), professional artists (e.g., Götz and Götz 1979) and those in art related fields e.g., architects (Gough, 1979).…”

Section: Definitionsmentioning

confidence: 99%

Executive Development Research Group 1987-1988

Boice¹,

Maguire²,

Hicks³

et al. 2001

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(Maximum 200 words):Five working papers dealing with leader development, executive leadership, management training, and problem solving. SUBJECT TERMSleader development, executive leadership, management training, problem solving. S£CyBtTYCtASS!FIGAT{ON OF :16. REPORT III. Experience sharing personal information, traits, and goals. Unclassified ABSTRACT Unclassified THIS PAGE Unclassified LIMITATION OF ABSTRACTIV. Emphasize the need for careful, active listening during conversation. y.Begin exploring the variability of meaning around the concept of leader/leadership. GROUP SIZEMinimum of eight up to a maximum of twenty-five persons. TIME REQUIREDMinimum of thirty minutes. PHYSICAL SETTINGSpace large enough to accommodate students talking freely in pairs. In the event of an uneven number of students, at the trainers' option one triad may be employed with "A" reporting out for "B", "B" for "C", and "C" for "A"; or a trainer may participate with the unpaired student. Students are paired and the trainer instructs them to get to know each other for the next ten minutes. They are told to avoid demographic data (Where are you fron«, are you married, etc. ) and to try to find out what kinds .,f characteristics, likes and dislikes, values, goals the interviewee has. They are told that "this is an exercise in listening and interviewing, and that the person beino interviewed should not volunteer too much; the interviewer should have to dö'some work to find out who the other is.The trainer notes that tine «anagement is the responsibility of each pair and that the goal is for each to be interviewed.II. After the interviewing phase the pairs reform in a circle around the trainer.The students are told that they must now introduce their partner, standing behind their partner, and speaking in the first person as if they were their partner.There should be no rechecking between partners as they do the introduction.The individual being introduced should hold any comments for the discussion period. Introductions should be limited to one to two minutes. III.After the introductions have been made, the trainers lead a disrussion of the exercise focusing on the feelings generated by it and on the issues inherent in the goals of the exercise. The issue that what I say about you says as much about me as it does about you should be mentioned as a stimulus to discussion. A number of issues will arise which will be dealt with in greater depth later in the training, these should be tagged and posted for future reference.IV. In the instance where croup size has reached 20+ trainers should consider dividing the group into subgroups with the subgroups reporting out tr. each other on what happened in their subgroup and what they learned. It must be emphasized that the subgroups are not to continue as a clique during the course and that the participants are responsible for seeking other subgroup members out and getting to know one another. As adults, we continue to learn even when we are not formally enrolled in a class or school. L...

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