Abstract
The process of mentoring has been utilised in many fields. It has however, been most dominant in the realm of the creative arts. This paper explores the process of mentoring relative to the creative child, adult and prodigy. Our current information relative to this process will be examined as will current research. Needed areas of research are indicated for future mentors.
Why don't you work with Michelangelo? Can't you study with da Vinci? Maybe Chaucer can help you? The previous questions all reflect infinite possibilities. The opportunity to learn from an established figure has, of course, reflected the epitome of the mentoring process. However, mentoring in the creative realm differs greatly from academic and corporate mentoring. This paper will explore mentoring relative to creative children and adults and overview the state of knowledge relative to the field. This author posits that there are very succinct differences in terms of mentoring the “creatives” as opposed to other proteges. These differences are often accentuated by the nature of the creative process and by the personalities involved. Further, developmental trends of artists, musicians and others may need to be considered. Finally, emotional agendas may also need to be addressed.
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