Category: Gift

Introduction

The question of whether musical genius is primarily attributed to innate talent or dedicated practice has sparked ongoing debates among scholars, musicians, and enthusiasts alike. Some argue that musical prodigies are born with exceptional abilities, while others emphasize the importance of deliberate practice and hard work in achieving mastery. This essay will explore both sides of the argument, examining the role of talent and practice in the development of musical genius.

The Role of Talent

Those who support the notion of talent as a determining factor in musical genius believe that certain individuals possess innate abilities that set them apart from others. These individuals are said to have an inherent aptitude for music, exhibiting exceptional skills in areas such as pitch recognition, rhythm, and musical intuition. Proponents of this view often point to child prodigies who display extraordinary talent from a very young age, suggesting that their abilities cannot solely be attributed to practice.

The Importance of Practice

On the other side of the argument, proponents of the practice theory emphasize the significance of deliberate and consistent practice in achieving musical excellence. They contend that even individuals without initial natural talent can develop exceptional skills through persistent and focused practice. This perspective aligns with the “10,000-hour rule” proposed by psychologist Anders Ericsson, which suggests that around 10,000 hours of deliberate practice are necessary to achieve mastery in any field, including music.

The Interplay Between Talent and Practice

While the talent versus practice debate often presents these two factors as mutually exclusive, it is essential to recognize that talent and practice are not mutually exclusive but rather interconnected. Some individuals may possess a natural predisposition towards music, allowing them to progress faster or demonstrate early signs of musical brilliance. However, even those with innate talent must engage in dedicated practice to fully develop their skills and reach their full potential.

The Mindset Factor

In addition to talent and practice, the mindset of a musician plays a crucial role in their journey towards musical genius. The growth mindset, popularized by psychologist Carol Dweck, suggests that individuals who believe their abilities can be developed through hard work and dedication are more likely to thrive and achieve greatness. This mindset encourages musicians to embrace challenges, learn from failures, and persist in the face of setbacks, ultimately fostering continuous improvement and mastery.

The Role of Passion and Love for Music

Beyond talent and practice, another vital component of musical genius is the deep passion and love for music. True musical geniuses are often driven by an unwavering passion for their craft, which fuels their commitment to continuous learning and exploration. This passion serves as a driving force, pushing them to push boundaries, experiment, and create unique musical expressions that captivate audiences.

Conclusion

In the quest to understand musical genius, the debate surrounding the roles of talent and practice remains complex and multifaceted. While some individuals may possess innate talents that provide a head start in their musical journey, the significance of deliberate practice cannot be underestimated. It is the combination of talent, practice, mindset, and passion that ultimately propels individuals towards achieving musical excellence and attaining the status of a musical genius. Whether one is born with exceptional abilities or cultivates them through dedicated practice, the pursuit of musical mastery requires unwavering dedication, perseverance, and a deep connection to the art form.

In this modern era, the world is seeing a huge development which led to the emergence of various inventions. For this reason, there is something people can not live without because it has become essential for each part of their activities. After a long day of work and responsibilities, people prefer to spend their free time doing what they like. For example, watching movies and listening to music are a significant part of each day. Also, family communication is the most important thing to people because it improves our mood and renews our energy. The only thing that can offer us these services is technology and that is what gives it a big value. For me, my laptop is the most valuable item to me because of its price, design, property, and the memories that it has.

The value of electronics on the market depends on the price, and the more the device costs, the better it is. For me, when I saw the price of my laptop behind the store window, I was shocked by the price. This laptop is expensive, especially in my country where the salary does not exceed 500 dollars. Although the lack of money was the biggest obstacle on my way, I did not give up because this laptop meant the world to me. I was dreaming about the day when I would own this laptop, but at the same time, I felt frustrated because I lost hope of collecting the money for it.

My laptop was made by the Toshiba company which designed it to be a thin device with a bright color and easy to use. What makes my laptop special is the white color that reflects my face when I clean it. My laptop has many benefits that satisfy me because it is light and easy to carry. Several features make this device unique such as loading speed, camera quality, and game operation which delight me. When I play games or watch videos on this laptop I feel on the moon, and nothing interrupts my joy.

I can not forget the day when I got my laptop; it was a gift from my stepmother. It was the best prize I could receive for my graduation from high school and from the person I love the most. Every time I turn on my laptop I remember my stepmother and how kind she was to me. This laptop helped me a lot in my studies, and without it, I do not think I can achieve my goals. It improves my life by keeping me connected to the memory that it has and allows me to chat with the people I love.

As a conclusion, money, shape, and emotions are the basic factors that determine how my device is important to me, but these factors are different from one person to another. Electronic devices help people chat together which connects families from long distances. In addition, they facilitate human life by providing various services that make spending time fun. In common opinion, we agree that it is what gives these items their value, and every single human has full control over his decisions.

Idaho Code 33-2003 requires districts to identify students who may qualify for Gifted and Talented Programs in five specific talent areas including specific academic, intellectual promise, creativity, leadership, and visual/performing arts. This paper will review Gem Prep Online 3-Year Gifted and Talented Plan and will analyze how its program aligns and differs in comparison with West Ada’s district G/T program. Gem Prep Online (GPO), is a statewide K-12 online public charter school serving students who are identified as to be gifted and talented.

Gem Prep’s G/T program’s last review was conducted on October 1, 2019. The first step to identifying a student to be gifted and talented is to receive a parent, teacher, or student’s referral form with evidence that indicates the child is performing highly in one of the five specific talented areas. After referral and parent consent are received a variety of assessments will be conducted utilizing the Idaho G/T program manual as a guide. After a child has been identified, a contact teacher will be assigned and the Response to Intervention Team will begin with the development of an individualized plan which will be monitored and adjusted regularly.

Students participate in the program through a variety of online options that allows them to work at their own pace. Students can be placed in elective online/distance coursework, online instruction, differentiated instruction, dual enrollment, dual credit, and single subject, but GPO’s focus is to provide college preparatory instruction.

An area that Gem Prep has struggled to provide services for is leadership, music, art, and drama. One of the barriers online school faces is having student from all locations and not being able to have a central location to offer opportunities in those areas instead students will receive instruction through different local instructors, individual lessons, or small group lessons.

There are similarities and differences between the gifted and talented programs that GPO and West Ada offer to students. Gem Prep starts testing in Kindergarten while West Ada starts testing in first grade. West Ada offers two different programs beginning in third grade which are weekly pull-out and self-contained classrooms. West Ada offers a self-contained program rather than acceleration.

As I stated earlier, GPO’s focus is to provide college preparatory instruction. They focus on the areas of math, science, language arts, and social studies. West Ada G/T program in the middle school has the same focus. Both programs differ only in that the program at West Ada doesn’t have a G/T option in math other than offering an honor math course. This math course is an accelerated course and leads eighth graders to earn high school credits like the GPO accelerated program. The high school program in both settings is similar. Students enter high school with the opportunity to choose between a regular curriculum or enrolling in a professional or career technical education while earning college credits.

Gem Prep G/T 3-year plan aligns and meets the requirements and procedures outlined in The Best Practices Manual for Gifted and Talented Programs in Idaho. The information required to be included when developing the G/T plan follows step by step the Gifted 3-Year Plan Template and addressed all the questions by answering them with detailed information. One of the weaknesses I can identify in the plan is not having a music or art program in a central location due to being an online school. Having students spread out throughout the state, give them the opportunity to learn in a one-on-one setting with local instructors which is a more individualized learning experience that is a strength and could benefit the student academically.

The Gifted and Talented Primary-age Task Force has created a booklet to provide schools with recommendations for the identification of gifted and talented individuals. According to Hardman (2002), high abilities in young children can be identified during their second year of life (p. 411). The Idaho G/T task force (2002) stated that research indicates that children’s brains are sensitive to new experiences through age five (p. 2). The G/T task force recommends that districts start their identification process when children enter Kindergarten. Early intervention is recommended and supported by both, Hardman (2002) and the Idaho G/T task force (2002). Another important factor to consider during the screening and identification process is parental involvement (Hardman, 2002, p. 411). Districts shall provide parents with resources and education about how to identify common behaviors in gifted and talented children.

In their G/T plan, Gem Prep implements their screening process early when children enter Kindergarten which follows the recommendation of the Idaho G/T task force (2002). On the contrary, West Ada begins to identify students when they enter first grade. Gem Prep begins the process early, but one of its greatest needs is to have funding for staff who could be dedicated only to the G/T program.

As a former early childhood educator, I would agree that beginning the screening process when children enter Kindergarten would increase their academic success as we can enhance academic programs early on and we could address areas of need more effectively.

In this modern era, the world is seeing a huge development which led to the emergence of various inventions. For this reason, there is something people can not live without because it has become essential for each part of their activities. After a long day of work and responsibilities, people prefer to spend their free time doing what they like. For example, watching movies and listening to music are a significant part of each day. Also, family communication is the most important thing to people because it improves our mood and renews our energy. The only thing that can offer us these services is technology and that is what gives it a big value. For me, my laptop is the most valuable item to me because of its price, design, property, and the memories that it has.

The value of electronics on the market depends on the price, and the more the device costs, the better it is. For me, when I saw the price of my laptop behind the store window, I was shocked by the price. This laptop is expensive, especially in my country where the salary does not exceed 500 dollars. Although the lack of money was the biggest obstacle on my way, I did not give up because this laptop meant the world to me. I was dreaming about the day when I would own this laptop, but at the same time, I felt frustrated because I lost hope of collecting the money for it.

My laptop was made by the Toshiba company which designed it to be a thin device with a bright color and easy to use. What makes my laptop special is the white color that reflects my face when I clean it. My laptop has many benefits that satisfy me because it is light and easy to carry. Several features make this device unique such as loading speed, camera quality, and game operation which delight me. When I play games or watch videos on this laptop I feel on the moon, and nothing interrupts my joy.

I can not forget the day when I got my laptop; it was a gift from my stepmother. It was the best prize I could receive for my graduation from high school and from the person I love the most. Every time I turn on my laptop I remember my stepmother and how kind she was to me. This laptop helped me a lot in my studies, and without it, I do not think I can achieve my goals. It improves my life by keeping me connected to the memory that it has and allows me to chat with the people I love.

As a conclusion, money, shape, and emotions are the basic factors that determine how my device is important to me, but these factors are different from one person to another. Electronic devices help people chat together which connects families from long distances. In addition, they facilitate human life by providing various services that make spending time fun. In common opinion, we agree that it is what gives these items their value, and every single human has full control over his decisions.

Idaho Code 33-2003 requires districts to identify students who may qualify for Gifted and Talented Programs in five specific talent areas including specific academic, intellectual promise, creativity, leadership, and visual/performing arts. This paper will review Gem Prep Online 3-Year Gifted and Talented Plan and will analyze how its program aligns and differs in comparison with West Ada’s district G/T program. Gem Prep Online (GPO), is a statewide K-12 online public charter school serving students who are identified as to be gifted and talented.

Gem Prep’s G/T program’s last review was conducted on October 1, 2019. The first step to identifying a student to be gifted and talented is to receive a parent, teacher, or student’s referral form with evidence that indicates the child is performing highly in one of the five specific talented areas. After referral and parent consent are received a variety of assessments will be conducted utilizing the Idaho G/T program manual as a guide. After a child has been identified, a contact teacher will be assigned and the Response to Intervention Team will begin with the development of an individualized plan which will be monitored and adjusted regularly.

Students participate in the program through a variety of online options that allows them to work at their own pace. Students can be placed in elective online/distance coursework, online instruction, differentiated instruction, dual enrollment, dual credit, and single subject, but GPO’s focus is to provide college preparatory instruction.

An area that Gem Prep has struggled to provide services for is leadership, music, art, and drama. One of the barriers online school faces is having student from all locations and not being able to have a central location to offer opportunities in those areas instead students will receive instruction through different local instructors, individual lessons, or small group lessons.

There are similarities and differences between the gifted and talented programs that GPO and West Ada offer to students. Gem Prep starts testing in Kindergarten while West Ada starts testing in first grade. West Ada offers two different programs beginning in third grade which are weekly pull-out and self-contained classrooms. West Ada offers a self-contained program rather than acceleration.

As I stated earlier, GPO’s focus is to provide college preparatory instruction. They focus on the areas of math, science, language arts, and social studies. West Ada G/T program in the middle school has the same focus. Both programs differ only in that the program at West Ada doesn’t have a G/T option in math other than offering an honor math course. This math course is an accelerated course and leads eighth graders to earn high school credits like the GPO accelerated program. The high school program in both settings is similar. Students enter high school with the opportunity to choose between a regular curriculum or enrolling in a professional or career technical education while earning college credits.

Gem Prep G/T 3-year plan aligns and meets the requirements and procedures outlined in The Best Practices Manual for Gifted and Talented Programs in Idaho. The information required to be included when developing the G/T plan follows step by step the Gifted 3-Year Plan Template and addressed all the questions by answering them with detailed information. One of the weaknesses I can identify in the plan is not having a music or art program in a central location due to being an online school. Having students spread out throughout the state, give them the opportunity to learn in a one-on-one setting with local instructors which is a more individualized learning experience that is a strength and could benefit the student academically.

The Gifted and Talented Primary-age Task Force has created a booklet to provide schools with recommendations for the identification of gifted and talented individuals. According to Hardman (2002), high abilities in young children can be identified during their second year of life (p. 411). The Idaho G/T task force (2002) stated that research indicates that children’s brains are sensitive to new experiences through age five (p. 2). The G/T task force recommends that districts start their identification process when children enter Kindergarten. Early intervention is recommended and supported by both, Hardman (2002) and the Idaho G/T task force (2002). Another important factor to consider during the screening and identification process is parental involvement (Hardman, 2002, p. 411). Districts shall provide parents with resources and education about how to identify common behaviors in gifted and talented children.

In their G/T plan, Gem Prep implements their screening process early when children enter Kindergarten which follows the recommendation of the Idaho G/T task force (2002). On the contrary, West Ada begins to identify students when they enter first grade. Gem Prep begins the process early, but one of its greatest needs is to have funding for staff who could be dedicated only to the G/T program.

As a former early childhood educator, I would agree that beginning the screening process when children enter Kindergarten would increase their academic success as we can enhance academic programs early on and we could address areas of need more effectively.