This paper is part of a research project designed to look at questions of giftedness and exceptional ability in the arts through a case study of three world-class artists. Examination of the childhood art of Picasso, Lautrec, and Klee reveals no common subject preferences nor any real anomalies in graphic development. This paper focuses on the social and cultural influences on the artists' lives. Parallels can be drawn between the lives of each of these artists and the three-phase model of social influences on child prodigies proposed by Bloom (1985). In Bloom's model, the first phase is marked by playful learning and an intimate relationship with the first teacher. This phase is followed by more serious, disciplined practice and a switch to a more advanced teacher. High self-motivation and intervention of a master in the field occur during the third phase. Parents and teachers influenced the development of each of these three artists in different ways. Two other sources of social influence considered are the popular and high arts of culture. Each of the artists relied on popular images and popular contemporary styles, such as those found in postcards, calendars, and comic strips, as source materials for their early work. Similarly, each, to varying degrees, was influenced by "high art" cultural traditions. However, the most important social factor influencing the development of these artists was the family. (BN)