ABSTRACT
Embracing Gruber's evolving systems approach in the study of the early development of artistic talent and creativity, two case studies explore the relationship between a young artist's development of talent, and both child's and parent's conception of what it means to be artistic and creative. The descriptions of the interplay among the young artists' purposeful work, affect, and knowledge of visual arts' conventions reveal how two young art students and their parents take meaning from the events and experiences of emerging creative lives.
