Reexamining “Gifted and Talented” in Music Education

Abstract

This article examines the concept of gifted and talented and its implications for music education. The authors explore what it means for students to be labeled “gifted and talented” both generally and in music. Next, we look at some of the strengths of gifted and talented education as well as some negative consequences and common criticisms. We end with specific strategies music educators can use to identify, support, and educate gifted students even when their schools do not have gifted and talented programs. These strategies include identifying students’ strengths, communicating with other adults to find out the unique needs of students, differentiating instruction, and seeking out enrichment opportunities. These strategies might also help music teachers tailor instruction for all students, regardless of label.