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• W64588256 abstract "This paper is a literature review comparing the characteristics and needs of the average gifted child with the disadvantaged gifted child in four areas: (1) cognitive; (2) affective; -(3) psycho-motor; and (4) special aptitudes. Numbered items indicate those comparisons that may be contrasted directly between the two groups. All other items are observations for which there are no apparent comparisons. The educationally disadvantaged gifted child has a particular set of characteristics and needs. While similarities with the average gifted child exist, the differences seem more pervasive. The disadvantaged gifted child needs to be recognized as an individual. Teachers who do not seek to build on the unique strengths of these children, but choose to make them into perfect molds of either the average disadvantaged child or the average gifted child, will be doing a great disservice to these children. Music education is needed especially for educationally disadvantaged gifted children. Successful musical experiences can produce the higher esteem levels necessary for these students to change their life circumstances. Music presents a subject matter of both immediate appeal and long-term relevancy for each of these students. They have observed persons from disadvantaged backgrounds achieving financial and societal stability in the areas of music and music-related occupations. Music education for disadvantaged gifted children may be the greatest opportunity for intellectual and emotional growth. Music is one of the most appropriate subjects for fostering individual and group growth for the disadvantaged gifted child. Contains 60 references. (Author/DK) ************.*********************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ****************************************************************u****** Music Education and the Educationally Disadvantaged Gifted Child U.S. DEPARTMENT OR EDUCATOR Officio of Education Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC tTala document Kat Pen reproduced as warned trom the PaciOn or yearn:aeon 0091natine rt O Minor changes have bean made to improve reproduction quality. popsy view Or Opm0fIll WIWI en MN/ doter rapt do not rametaaray opponent official OERI position or policy. PERMISSION TO REPRODUCE THIS I.JSERIAL HAS ANT BY ' TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). 2 BEST COPY AVAILABLE Music Education and the Educationally Disadvantaged Gifted Child Janice Chapin Buchanan Appropriate music education may be the answer to the current dropout problem among the educationally disadvantaged gifted students of our nation's schools. Music's force as a peer-approved activity, coupled with its realistic possibilities as a career choice, offers these students direct avenues toward fulfilling their own educational and creative potentials. For educators to reach and teach individual children who are both creatively gifted and educationally disadvantaged, new understandings will be required. While many teachers are willing to recognize the presence of gifted children in disadvantaged groups, few seem aware of the special kind of creativity and giftedness these children have developed or hold as potential. An awareness of the similarities and differences between the average gifted child and the disadvantaged gifted child is particularly valuable. This information can aid in both identifying and planning for the meaningful education of disadvantaged gifted children. This review of the literature compares the characteristics and needs of the average gifted child with the disadvantagedgifted child in four areas: cognitive, affective, psycho-motor, and special aptitutdes. Numbered items indicate those comparisons which may be directly contrasted between the two groups. All other items are observations for which there are no apparent comparisons. Suncoast Music Education Forum Page 122 Average Gifted Child Cognitive Characteristics Disadvantaged Gifted Child Cognitive 1. Has a keen power of observation,a liking for structure, a questioning attitude, and is persistent in pursuing his/her interests (Hildreth, 1966; Hollingworth, 1926; Martinson, 1960; Witty; 1951). 2. Usually scores high on standardized and teacher-made tests (Terman). 3. His/her superiority is greatest in reading, language usage, arithmetic reasoning, science, literature, and the arts. Least advanced abilities in spelling, arithmetic computation, and punctuation, but he/she is usually not below grade level even in these areas (Buhler & Guirl, 1983). 4. Has the ability to absorb abstract concepts, to organize them more effectively, and apply them more appropriately than the average child (Gallagher, 1985; Gaier & Dellas, 1971). 5. Early maturity in talking and reading (Terman, 1926). 6. Has good retention of wide-ranging facts (Hildreth, 1966). 7. Interests are many-sidedand spontaneous (Gallagher, 1985; Hildreth, 1966). 1. Ingeniousness and resourcefulness in the pursuit of self-selected goals and in coping with the difficult conditions of life peculiar to states of economic insufficiency and poverty, and low social class status (Gordon, 1964). 2. Below average in school achievement as measured by standardized tests. (Gordon & Wilkerson, 1966) IQ and achievement tests unable to accurately assess his/her capabilities (Baldwin, 1987; Hilliard. 1976; Torrance, 1969, 1971). 3. High development of informal, expressive language, imagery and gesture (Riessman, 1962; Torrance, 1969, 1971; Deutsch, 1967), but a lack of standard English usage characterized by the use of fewer words, parlystructured syntax, and limited subject matter mainly to convey concrete needs and immediate consequences (Bernstein, 1961). 4. Abstract concepts are firmly connected to things that can be seen, felt, and acted upon (Riessman, 1962). 5. Lack of adequate audial and temporal perceptions, discriminations, and articulation (Fantini & Weinstein, 1968), but good visual and spatial perceptivity (Riessman, 1962; Taylor, 1939; Torrance, 1969). 6. Tends to lack in subject matter experiences our school systems assume to be common to all (Ausubel, 1963; Gordon & Wilkerson, 1966). 7. Limited development of individual selfexpression (Riessman, 1962). Suncoast Music Education Forum Page 123 8. Will probably graduate from high school and college a year younger, but is in more extra-curricular activities than others (Kirk, 1979). His/her ability to learn generally does not decrease; it will, in fact, probably increase (Terman & Oden, 1951). Learns at a rate that is superior to others and has an economy of work methods (Gallagher, 1985). Does academic work and reads books that are at least one to two years in advance of his/ her peers (Terman, 1926). Ideas, relationships, and facts are dealt with in in a superior way (Kirk, 1979)." @default.
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• W64588256 title "Music Education and the Educationally Disadvantaged Gifted Child." @default.
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