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Findings highlight deep musical understanding, critical thinking and problem solving in performance, and the influence of her environment on communication, creativity, self-direction and leadership, informing classroom music practice in a specific cultural context.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the focus of this qualitative study about Cassie?","Question",{"text":62,"@type":63},"The study focuses on how intrinsic musical understanding develops in a gifted adolescent and how sociocultural and educational factors influence that development.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which models guide the case study’s approach and analysis?",{"text":67,"@type":63},"The study uses Gross’s (1993) model of case studies for exceptionally gifted children and the Maker (1982) model within a context of cultural and social values, significant-others support, and motivation.",{"name":69,"@type":60,"acceptedAnswer":70},"What problem did the study identify in Cassie’s senior years of music education?",{"text":71,"@type":63},"Cassie reported a lack of encouragement, opportunity and challenging goals, which limited opportunities for individual and small-group performance within the school syllabus 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understanding in gifted adolescents  \nMichelle M. Tomlinson  \nGriffith University  \nAbstract  \nThis qualitative study focuses on the intrinsic value of musical understanding and how it is influenced by sociocultural and educational factors shaping the development of a gifted adolescent. Using Gross’s (1993) model of case studies of exceptionally gifted children, the student was identified for her innate abilities, and studied using the Maker (1982) model within a context of cultural and social values, support from significant others, and motivation. The complex interplay of these factors have been discussed in a case study by Ho and Chong (2008) where the need for further studies on the development of musical gifts were identified, particularly within a specific cultural context. In this study, the subject demonstrated a deep musical understanding using the skills of critical thinking and problem solving in performance, and the ability to synthesise musical ideas in analysis tasks. Her socio-cultural environment influenced the development of skills such as written and oral communication, creativity, self-direction, leadership, adaptability, responsibility and global awareness. These skills have been identified in a survey of researchers, curriculum specialists, administrators and teachers in the Harvard Education Letter (Waiser, 2008) as being necessary for the 21st Century. This case study suggests ways in which these skills may be infused within classroom music practices.  \nKey words: gifted musician, curriculum, differentiation  \nAustralian Journal of Music Education 2010:2, 87-102  \nStatement of the problem and research questions  \nIn this case study, the aim was to discuss specific problems inherent in the notion of musical understanding as an outcome of music education. The case study focused on the integration and interplay of factors of identity, social milieu, educational environment and motivation as having profound influence on the development of musical understanding ina gifted adolescent: Cassie. The purpose of the study was illustrative, and indicative of problems  \nexisting in the implementation of the music curriculum in a specific socio-cultural context and with an exceptionally gifted student. It was not definitive, because findings from a single case study are not generalisable. This paper will conclude with a discussion of practical and insightful recommendations, some of which are also highlighted in the literature review.  \nThe main question to be addressed was: How may the music curriculum and its implemented by teachers cater for a student’s exceptional musical ability? A subsidiary question to be addressed was: How can the student’s program  \nbe differentiated while maintaining positive social, cultural and peer relationships?  \nAlthough Cassie had achieved remarkable success in her musical activities, she expressed the lack of “encouragement, opportunity and challenging goals” in her senior years of music education at school, which limited the possibilities for individual and small group music performance opportunities within the parameters of the Queensland Studies Authority Trial-pilot senior syllabus Music Extension (2006) . This problem, also expressed by some of her peers, prompted this study. Cassie was selected not only for her experiences of limiting choices in existing structures and systems of education and the inadequate provisions for challenge and opportunity in music performance, but also for her academic success in other domains of learning (physics, chemistry, language and the arts). In her community she won performance awards in eisteddfods, opportunities to attend workshops and master classes, and demonstrated ability to promote a musical culture among her peers, through outstanding leadership in music at church, school and in performance ensembles. In addition, she affirmed","cbCaiosV2g9THMVL","https://ap.wps.com/l/cbCaiosV2g9THMVL","pdf",131760,16,"English","# Statement of the problem and research questions\n## Giftedness and underachievement","[{\"question\":\"What is the focus of this qualitative study about Cassie?\",\"answer\":\"The study focuses on how intrinsic musical understanding develops in a gifted adolescent and how sociocultural and educational factors influence that development.\"},{\"question\":\"Which models guide the case study’s approach and analysis?\",\"answer\":\"The study uses Gross’s (1993) model of case studies for exceptionally gifted children and the Maker (1982) model within a context of cultural and social values, significant-others support, and motivation.\"},{\"question\":\"What problem did the study identify in Cassie’s senior years of music education?\",\"answer\":\"Cassie reported a lack of encouragement, opportunity and challenging goals, which limited opportunities for individual and small-group performance within the school syllabus parameters.\"}]","Cassie: A Gifted Musician - Socio-cultural and Educational Perspectives on Musical Understanding Development | PDF",1792079118]