High Achievement and the Musically Gifted: How Music Educators across New South Wales, Australia Develop and Extend Their Most Capable Students

Abstract

Musical giftedness can manifest in many ways, and music teachers should be able to identify high musical potential beyond the demonstration of instrumental skill or musical knowledge. It is important to have a multi-faceted approach to the education of musically gifted students, particularly in the senior secondary years when students are beginning to reach higher levels of musical proficiency. As part of a study examining high achievement in senior secondary music, 50 teachers in 23 schools across New South Wales were asked about how they supported and extended the musically gifted students at their school. Results showed that participants were intuitively utilising gifted education strategies and approaches in their teaching. However, it was mainly students with demonstrable talent who were benefiting from their expertise. This study advocates for all music educators working with high achieving and gifted musicians to broaden their skills and knowledge of gifted education practices to better serve all students with high musical potential.