Development Of Musical Talent Research Articles

The right choice of choral repertoire - a weakness or good opportunity for encouraging students’ musical talent development

This study investigates the views and practices of teachers on the way of selecting the choral repertoire and the opportunities that this repertoire offers for encouraging musical development of from primary and lower secondary schools students within the framework of general education in Kosovo. In this aspect, the experiences during the practical work of choir teachers and the technical or professional difficulties they encounter during the selection of choral songs have been studied. Among other things, the research aims to identify and analyze these factors, through which it is intended to pave the way for further improvement in this matter. The design of this research was carried out through semi- structured interviews, including the detailed analysis of choral songs, both in terms of musical content and pedagogical aspects. The research was carried out with choir teachers of different schools in Kosovo and satisfactory results were achieved, which highlight the real situation regarding the selection of the repertoire, its quality in terms of musical and textual content and the opportunities it offers to students in encouraging and developing musical talent. The recommendations from this study are addressed to the relevant institutions which should aim to encourage and support the work with choral ensembles and the improvement of practices regarding work with choir within general education.

4. The Ways of Artistically Gifted Children’s Identification in Primary Education

Abstract The article is dedicated to the problem of giftedness’ identification in the educational process. The principal motivation for this thesis is the lack of pedagogical technologies which ensure the effective identification of gifted children and the unsounding of education practice in the development of musical talent where the first step must be treated its effective and objective identification. Has been proved the pedagogical prospect for practice implication, which combines a sequence of giftedness’ abilities.

Pedagogical features of using information and communication technologies in the development of musical talent in prospective music teachers

Pedagogical features of using information and communication technologies in the development of musical talent in prospective music teachers

Determinante muzičkog razvoja i uticaj muzičkog obrazovanja na ukupan razvoj ličnosti

The development of musical abilities and the space given to music education is determined by various factors. Disagreement in opinions about the role of some factors carries the danger of neglecting some activities that would contribute to the development of musical talent. In that sense, the aim of the paper is pointed at understanding the importance of hereditary and environmental factors for the development of musical abilities, with special emphasis on determining the activities of adults in the function of music education and achievement, but also overall development. Applying the method of theoretical analysis, a comparison of different conceptual approaches was performed, as well as of the results of the conducted research and the conclusions of the authors. After considering these issues, it is concluded that although debates about giving preference to certain factors still exist, there is no dilemma that innate and environmental factors are both important, but not in themselves without the activities of an individual. Accordingly, the role of parents, educators, and teachers in motivating and provoking children's musical development with adequate musical content, overall communication, and atmosphere was emphasized. The pedagogical implications are contained in the above recommendations for the correct approach in creating musical content and a stimulating environment. Future research should be focused on examining and possibly improving the competencies of professionals-educators and teachers-to discover and support musically gifted children

MUSICAL TALENT IN THE WORKS OF FOREIGN RESEARCHERS

Object. The article analyzes the theoretical approaches of foreign researchers to the definition of musical talent. Empirical material devoted to the study of the determinants of the manifestation of musical talent in foreign music psychology and pedagogy is substantiated and concretized. Research methods (analytical, historical and comparative, retrospective, comparative analysis of scientific and pedagogical literature, educational materials) allowed to distinguish different approaches to understanding the significance of the development of musical abilities (M. Shawen, R. Mueller-Freinfels, M. Hassler, U. Mursell, B. Probst and others). Results. It is determined that at the beginning of the twentieth century in Western musical psychological and pedagogical works outlined two approaches to the essence of musicality: musicality as a holistic property of the individual; musicality as a category of personality ability. It is established that in the foreign scientific literature there are several approaches to the problem of identifying musical abilities. The first approach is that musical talent consists of a number of components that are assessed by tests separately. The second approach is to test the ability to perceive classical musical forms. It is established that the perfection of a musician is largely determined by the presence of innate inclinations to musical activity. It is proved that the development of musical talent has a direct relationship between the level of development of musical abilities and external socio-pedagogical factors. At the same time, natural data and specially organized classes complement each other, and professional music training helps a person to reach his full potential. Conclusions. In foreign music psychology and pedagogy, a large amount of empirical material has been accumulated, devoted to the study of the determinants of the manifestation of musical talent. However, the question of the structure of musical talent and its components remains open. At the theoretical level, the issues of the relationship between the concepts of «musical abilities», «musical talent», «musicality» remain unsolved.

Talent development in Chinese and Swiss music students

Musical talent development and the factors that influence it—such as family or peers—have been widely researched, especially in a Western setting. Despite the growing body of research in non-Western cultures and regions, there is still a lack of research comparing the factors and perceptions of musical talent development between Western and Asian settings. This interview study compared Swiss and Chinese music students’ ( N = 19) musical talent development and the factors influencing musical talent during childhood and adolescence, their professional aims, and their perception of internal and external factors affecting talent development. The students had similar opinions regarding the role of their teachers, the roles of internal and external factors in talent development, and their career goals. However, the students from China and Switzerland differed in their experiences of making and discussing music with peers, in the difficulties experienced during their music education, and in their relationship with their families. The results are a starting point for further comparative research on the perception and development of musical talent, and offer material for a mutual understanding of music students’ backgrounds in countries with differing music education traditions.

Gifted and talented children: Heterogeneity and individual differences

<p><span style="line-height: 115%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">The article tackles the topic that refers to giftedness beyond academic areas. Specifically, it focuses on musical talent. The work is differentiated into two parts. In the first part the authors expose the case of gifted students' heterogeneity. To do so, they present a previous research focused on the study of different patterns of response of gifted students to the WISC-IV. Such study illustrates the case of gifted students' diversity, showing that higher IQ students present higher inter-variability in their cognitive profiles. The second part of the article focuses on musical talent. In a first moment authors introduce the concept of musical talent and a literature review on the factors that influence that talent. From there, authors question if it could be possible to isolate the variables that differentiate the development of musical talent. To do so, Authors present a retrospective study based on interviews and questionnaires to parents and teacher of 42 non-gifted and 42 students identified as promising talent in music. The questionnaire assessed: Implication of parents, Motivation of the pupil, Work of the pupil and Contribution of the teacher. The authors are able to distinguish between developmental trends in the formation of musical talent, depending on children's age and styles on dealing with their musical assignments and work-load (experience music as a passion vs. as an obligation). </span></p>

Alternative Pathways to Talent Development in Music

The narrative of an eminent Filipino singer-songwriter, Noel Cabangon, provides a description of an alternative pathway to musical talent development. Most theories on talent development assume that a young artist would have access to the resources required for one to advance in the domain. The results of multiple in-depth interviews suggested that in the absence of such resources, there is an alternative pathway toward expertise in the musical domain. This pathway involves early exposure to music in the context of daily living, the active role played by the neighborhood and the entire community in nurturing the musical talent, and deliberate practice. The article also explores various motivations (both intrinsic and extrinsic) in developing musical expertise. The implications of the research findings to educators and practitioners are also discussed.

The Role of Perceived Self-Efficacy in the Development of Musical Ability: What Can the Study of Successful Musicians Tell Us about Teaching Music to Able Children?

The role of perceived self-efficacy is important to human social development and to learning in general, but how it relates to music talent development is not well understood. This article explores the concept of perceived self-efficacy as it relates to the development of musical talent by considering what is meant by the concepts of high ability in music and self-efficacy, and by discussing the results of interviews with successful professional musicians. The interview data suggest the need for four aspects of self-efficacy to be present in order to fully develop talent: individual judgement of capability; a belief that outcomes are tied to individual actions; self-regulation of activities related to learning; and persistence in the face of difficulties. The implications of this for music teaching are also discussed.

Ten Thousand Hours of Practice, Musical Aptitude and Inner Fire: Developing Musical Talent in Young People

Never in the course of the last century, has so little attention been paid to the development of talents and gifts in schools. Programs for talented children are being eliminated at an increasing and alarming rate, with minimal or no funds expended on this population in both our state and most other states in the country. Governments continue to appropriate the lion's share of their nation's education budget towards remedial education for children who currently achieve at the lowest levels, leaving little for children who achieve at the opposite end of the spectrum. In fact, the current federal education budget designates less than $10 million to talent development and gifted programs. In 2006, the U.S. Department of Education spent approximately $84 billion, and the only program addressing the education of talented and gifted youth received $9.6 million, one-hundredth of 1% of expenditures.In schools that do provide some level of support, existing programs are often part-time, providing children with limited opportunities to develop their talents. The vast majority of these programs focus on academics alone, with minimal (if any) attention paid to talented children who demonstrate musical or artistic abilities, or to those with strong potential that has not yet been honed. Simply put, most schools are not places where talents and gifts are developed. Most teachers do not consider the development of talents as part of their responsibility, while many parents do not know how or do not have the interest or the time to cultivate the gifts of their children. Parents who do find ways to develop the talents and gifts of their children often find that, in school, these gifts go unnoticed and unidentified.What does society lose from failing to encourage and develop musical gifts and talents? Whose responsibility is it anyway? How do we measure the loss to our society when children with the talent to compose or play at the highest levels are denied lessons or other opportunities to develop their potentials? How does our society make up for the loss of remarkably high potential and how many undiscovered performers and composers are unengaged and unmotivated in music classes today?In this paper, the process of the acquisition of musical talent development is discussed. Definitions of musical talent and genius are reviewed, as is the information we have regarding the development of musical talent at its highest level The ways in which parents, educators, and the community in general can contribute to the acquisition and development of differing levels of musical excellence is also summarized.

Environmental Effects on Musical Talent Development

The main goal of this study is to identify factors that may explain individual differences in the development of musical talent, and offer some objective criteria for a better identifi cation of musically gifted children. Using parent and teacher reports, we examined the characteristics of children enrolled in the same music schools making a comparison between those identifi ed as gifted and those not so identifi ed. Results show parents and teachers have different perceptions regarding the effect of environmental factors on talent development. We also found gifted and non-gifted children have different profi les in terms of personality factors and environmental characteristics.

Supporting the Development of Musical Talent

Supporting the Development of Musical Talent

Decisions Regarding Music Training: Parental Beliefs and Values

Musical talent development generally involves high levels of parental support over an extended period of time. This study examined parents' expectancy beliefs and values regarding their child's music training, regular academic work, and athletic activities. Parents of 231 students, aged 6-18, who attended programs at four music institutions responded to a questionnaire. The results suggest that parents may initially send their children for music training not for musical talent development per se, but for more general educational value. However, with more training and more advanced musical development, parents seem to regulate their beliefs and values across the three domains in the single-minded service of musical talent development.

Parents' reasons and motivations for supporting their child's music training

Musical talent development in a child is a prolonged process requiring adult assistance of both large investments of time and financial resources. To understand the motivations of parents who support their children's music training, often initiating and sustaining it for a substantial period of time, a survey was sent to four music organizations on the east and west coasts. Parents whose children were attending precollege music programs (N=203) responded to 14 statements regarding reasons for supporting their child's music lessons. A major finding is that these parents reported more intrinsic than extrinsic reasons and expectations relating to the benefits of music training. Moreover, these parents believe that music training nurtures many desirable characteristics in their children including discipline, diligence, academic performance, and intelligence. The results are discussed in the context of cultural values and beliefs underlying the development of a specific talent.

The Delights and Dilemmas of the Musically Talented Teenager

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.

THE CRITICAL TEENS – MUSICAL CAPACITIES CHANGE IN ADOLESCENCE

Experimental data from an eight year period in adolescence document the development of musical talent — measured with Wing's Standardized Tests of Musical Intelligence — and of creative musical behavior — assessed on the basis of original compositions and/or improvisations. Comparison of spatial and verbal test scores obtained at the same time with the musical data indicated that, although a complex interaction of social, cultural, and biological factors can be assumed to influence the course of development, possible hormonal influences — both prenatally and in adolescence — play a role in musical and cognitive performances.