Teaching Music to Students Who Are Intellectually Gifted
There are students like Hannah in our public schools. They are inquisitive, questioning, exceptionally interested, and have a distinct look about them as they learn new information. They are the students who learn difficult concepts instantly and completely. They are the students who can comprehend an entire scope and sequence of a topic, seemingly in an instant. They are also at great risk in our classrooms that are often designed for the average student and offer accommodations for students with other types of special needs. The special needs of students who are intellectually gifted are often delayed, ignored, and denied. For these students, the promise of tomorrow and a teacher who will finally challenge them begins to fade. This reality often sets in during the late elementary and middle school years. While the philosophy of this text has placed importance on encouraging “label-free learning” for students with special needs, there are times when a distinction is necessary. One of these distinctions is in the cognitive area. Most often, music educators adapt teaching to accommodate students who learn at a slower rate; however, it is important to also consider adapting our teaching for those students who learn at a faster rate than their peers. These students are often identified as being gifted. The philosophical premise that students learn best and teachers are most prepared when a label-free environment is established remains a hallmark of this book. We (the co-authors) consider the decision to briefly digress as we discuss students who are gifted as necessary to understand the specific special needs of students whose cognition capabilities are vastly increased. We will return to our label-free approach at the end of the chapter as we summarize the information gleaned from this area of students with special needs. The identification of students who are gifted has had a long and circuitous journey. Alfred Binet was the first to develop a measure for judgment or mental age to screen and provide educational barriers for children not considered intelligent enough for a formal education (Binet, 1894).