The Interest in Art after Adulthood: A Case Study of How a Mature Person Become Skillful in Wood-Sculpture without a Formal Art Education

Abstract

This study highlights the story of (JR) (an alias), a pseudonym of a 49-year-old self-taught sculptor-artist without any academic training in fine arts. Through this, the study raises questions about the stages of cognitive development, such as those assumed by Jean Piaget in his theory, which indicates that this development stops in adolescence. The study also aims to determine the factors that influenced JR's growth as an artist by conducting interviews, observations, and applying a qualitative approach based on current theories of development and symbolic interactionism as a framework for interpreting his experience. This means that at every stage of human life, passion driven by self-will and the surrounding environment can lead to creative success. This goes against the conventional wisdom that artistic creativity depends on formal education, which means that self-learning with the help of those around you can be an effective way to acquire a skill. This may be of great importance in the field of developmental psychology and arts education, as it creates inclusive environments in which adults learn from each other while reflecting on their own lives. This study also expands our perspective on continuing cognitive development.