Who Is Gifted? Why Does It Matter?
Having authored a dozen or more columns on gifted education, it’s easy to predict reader response. It’s unfailing, in fact. There is a well-organized parent advocacy army associated with educating our brightest kids, always at the ready to respond to published commentary, claiming anything less than a full-bore endorsement of extra resources and programming for gifted kids is Not Enough. Because they deserve it.
Essentially, I agree with them. In fact, I got a Masters degree in Gifted Studies, back in the day (way back), because I thought I wasn’t challenging my most accomplished students and wanted new ways to deepen their musical learning. I actually thought I represented the ‘talented’ part of ‘Gifted and Talented.’
Stepping into Gifted World was revelation, however. Educators in the field were mostly interested in whether curriculum for the gifted should focus on acceleration or enrichment. (Acceleration won.) And, of course, the core disciplinary question was just who was entitled to such enhanced curriculum. I learned about the range of testing tools to identify giftedness and creativity. There were cutoffs and variables and labels. There was a fair amount of dissent, even hostility. And nobody was talking about kids with exceptional talents in the arts.
My thesis involved surveying music teachers around the state, who were very kind and willing to respond (in the days where that involved paper and the US Postal service). Most of them offered excellent ideas on strengthening and expanding musical excellence in their own classrooms, as well as special instruction, camps, honors ensembles and other challenges.
Although musical talent is overlooked in the ‘gifted’ discourse, I remain interested in gifted programming in public and private schools. I have taught any number of CONTINUE READING: Who Is Gifted? Why Does It Matter? | Teacher in a strange land