Author:
Hammel Alice M,Hourigan Ryan M
Abstract
Abstract
Most often, music educators adapt teaching to accommodate students who learn at a slower rate; however, it is important to also consider adapting one’s teaching for those students who learn at a faster rate than their peers. These students are often identified as being intellectually gifted. This chapter is specifically aimed at examining students who are intellectually gifted. A common conflation often occurs when music educators consider musical talent and intellectual giftedness as similar or the same. Musical talent is entirely separate from intellectual giftedness. We have chosen to focus on intellectual giftedness in this chapter to continue our discussion of the Cognition Domain in a way that is different from most Cognition Domain conversation.
Publisher
Oxford University PressNew York, NY
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