The Delights and Dilemmas of the Musically Talented Teenager

Abstract

The profiles of musically talented teenagers include the self-taught jazz or pop musicians who easily compose and perform in professional-like settings, as well as the deftly trained classical performers who have experienced numerous competitions and study with a master teacher. Effective identification and programming for these musically talented students presents a healthy challenge to gifted education. The gifted field's renewed focus on artistic talent development will require an examination of differentiated curricular choices that can uniquely serve the needs of musically talented students. This article presents an overview of the different phases of musical talent development, focusing on the intermediate to advanced phases which usually coincide with secondary school. Aspects of talent development that occur beyond the school walls need to be understood and considered in developing differentiated curriculum for these students. This includes the essential role of parent, private teacher, and practice in the development of musical talent. Dilemmas facing the musical teenager may include competition-oriented instruction that does not allow interpretive exploration; the problem of time management for both advanced musical study and academic achievement; and the difficulty of finding challenging experiences to nurture their talent within the school curriculum. Recommended ways to differentiate curriculum include: student designed independent study contracts connecting the school with community resources such as private music teachers; interdisciplinary options linking music with academics or other arts; and musical coursework that extends beyond performance.