Abstract
Music schools are specific educational institutions which teach children to understand musical language, the rules of musical writing and how to play an instrument. It is assumed that children who enroll in music school have a certain level of 'musicality', i.e. possess musical ability. Starting from this premise, in this paper we wanted to identify the number of musically gifted children, from the total number of children enrolled in the first year of lower music school. The research was conducted on 125 learners who enrolled the first year of Music school Josif Marinkovic in 2014/2015. The paper was organized as a linear study which followed the achievement of learners during the aforementioned school year. The study was conducted by solfeggio and musical instrument teachers. The identification of musical giftedness was followed through the following criteria: recognition and reproduction of tones and intervals, reproduction of rhythmic models and reproduction of short music units. Solfeggio teachers monitored the first two criteria (recognition and reproduction of tones and intervals and reproduction of rhythmic models) while musical instrument teachers monitored the other two (reproduction of melody phrases and reproduction of short music units. Achievements were assessed four times during the school year and a comparison of results gathered by solfeggio and musical instrument teacher was conducted. At the end of the school year a result analysis was conducted; the results of which showed that 13 learners who were monitored by solfeggio teachers and 9 learners who were monitored by music instrument teachers successfully completed the criteria. Methods for evaluating the proposed criteria and analysis of the gathered results will be presented in this paper.
Highlights
Gifted individuals have been in the attention of the scientific public for the past few decades
Experts who deal with the identification of the gifted (Gojkov, G:1995, Keleman, G:2011, Kevereski, LJ:2014) agree that it is necessary that the identification process as early as possible so that the gifted children could optimally develop creativity and direct their potentials towards the areas which interest them
Music school teachers who work with gifted children have a great task in front of them which refers to motivating children, enabling children to master program activities and gain a realistic understanding of their talent
Summary
Gifted individuals have been in the attention of the scientific public for the past few decades. As well as other types of giftedness are developed through systematic monitoring and encouragement, so that the gifted persons could gain competencies which would enable them to direct their abilities towards creative and highly productive functioning. Achievements are conditioned in a multifactorial way and they will develop if teachers in music schools, parents of gifted children and the community, in which such children develop, systematically monitor and support the talented children. Such a synergy can enable a talented child to maximally develop its potentials
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