• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.771-797
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• 2015

The purpose of this study was to assess musically gifted students'needs in order to develop the gifted curriculum in music. The survey was carried out with 103 musically gifted students who are being educated in institutes for the gifted. The survey asked the needs about components of the gifted curriculum in music: the educational objectives, contents, teaching strategies, evaluation as well as educational environment influencing on the curriculum. As for the objectives, the result showed the highest needs was the ability to communicate with audience by expressing one's feeling. For the high school students, a large number items had significant differences between the necessary level and the current level. As for the contents, the highest needs were the class piano, second instrument, and the experience of the musical field. High school students needed the second instrument more than middle school students did. As for the teaching strategies, the highest needs were the autonomous choice by learners, the instruction pursuing learners' interests, and the field work. As for the evaluation, the highest needs were the peer evaluation and the evaluation on the collaborative performance or team work. As for the educational environment, the gifted in music strongly needed spaces to practice instruments. Additionally, high school students needed a space to perform like a concert hall. Thus the gifted curriculum in music must be thoroughly developed based on the result above.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.807-827
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• 2014

The purpose of this study was to extract and validate the educational goals and the subjects for developing a music gifted curriculum. Based on literature review and analysis of music gifted curricula in foreign countries, 19 educational goals and 18 subjects were derived from literature review and analysis of music gifted curricula in foreign countries. To validate the educational goals and the subjects, delphi survey was carried out twice with 26 expert panelists in the field of music, music education and music gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. The final set of educational goals for music gifted education included 6 skills related goals, 4 creative expression related goals, 4 knowledge related goals, and 2 attitude related goals. The final set of subjects included 4 major-specific subjects, 5 foundational subjects, 4 theory-related subjects, 3 integration and social participation related subjects. The results of this study can be used as baseline data to develop a music gifted curriculum by providing ideas for deciding what to teach and why to teach in music gifted education.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.191-215
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• 2014

The quality of gifted education depends on the quality of teachers in the field. Teachers in music (Korean traditional music) gifted education are significant variable in identifying students' giftedness and successful instruction. The purpose of this study was to explore the desirable components of teachers in music (Korean traditional music) gifted education and develop the evaluation criteria based on the desirable components. Previous research on the components of good teachers, teachers in gifted education and teachers in music (Korean traditional music) gifted education were reviewed. Based on literature review, the evaluation criteria of teachers in music (Korean traditional music) gifted education was developed. To collect opinions and derive consensus of the evaluation criteria, this research used Delphi method with a panels of 25 experts. The evaluation criteria classified with 3 dimensions, 8 categories, and 18 variables as the result.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.729-758
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• 2009

The domestic Gifted education is evaluated to attain many achievements and to reach stable circle in short term. What about the present situation of artistic talent education which is one of the talent education areas, especially music talent education? The result of domestic Gifted education can be comprehensively understood by actually searching the present situation of diverse Gifted education areas. In this sense, this research aims to search the overall situation of domestic music talent education and to draw the tasks to be improved later mainly on the basis of important matters for efficient operation of music talent education. Thus far, many researches have been made mainly through quantitative statistical data or survey materials in the form of questionnaire. Meanwhile, this research tries to deeply understand the problems that have been superficially managed so far by collecting the voice of diverse practical staffs related to music talent education for comprehensive analysis and investigation. This research is meaningful in that it establishes the direction of more effective music talent education in the future by lessening the gap between policy and reality, intent and result, etc through diverse comprehension of actual situation and position related to music talent education and provides the basic materials based on reality to cultivate teacher and administrator and to develop curriculum.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.919-945
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• 2013

Exploring the conceptions of giftedness in arts is very important as the essential prerequisite to identification of giftedness and organizing the curriculum for the gifted in arts. So I have explored the conceptions of giftedness in western music, korean traditional arts(music, theatricals, dance) and ballet based on the results of various studies and cases. The three fields of performing arts mentioned above are operating in the present fields on gifted education in Korea. As the result of this study, I have converged three or four factors on main psychological constructs of giftedness in arts. The giftedness in western and korean traditional music is composed of three sub-factors: high ability in relevant domain, high creativity in general and specific areas, and high motivation including task commitment. However, the giftedness in traditional theatricals, dance, and ballet consists four sub-factors: the physical condition, high ability in relevant domain, high creativity in a specific area, and high motivation including task commitment. The internal characteristics of the gifted in arts mentioned above can be maximized through supporting external conditions like social environments including family and school, and crucial opportunity to meet the teacher who affects the development of giftedness.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.237-259
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• 2015

Teachers in music(including Korean traditional music) gifted education are a significant variable in both identifying the giftedness of students and a successful instruction. The purpose of this study is to develop the Scale for Screening the Qualified Teachers for the Gifted in Korean traditional and western Music(SSQTGM), and to examine the validity and reliability of the SSQTGM. To achieve this purpose, this study administered the SSQTGM to 175 teachers of gifted students aged between 13 and 15 in middle schools for the arts. To validate the SSQTGM, I analyzed the criteria of the SSQTGM, and conducted an exploratory and confirmative factor analysis. I also examined an internal consistency. As a result of the exploratory factor analysis, I finally collected 41 items of the SSQTGM. Futhermore, I could identify psychological constructs of the qualified teachers for the gifted in Korean traditional and western music. In consequence of the confirmative factor analysis, the model provided a good fit to observe data. As a result of the reliability analysis, the internal consistency of knowledge in the music(korean traditional music) verified cronbach's ${\alpha}=.937$, and the expertise of the class management and instruction verified cronbach's ${\alpha}=.942$. Also, the teachers' aptitude and personality verified cronbach's ${\alpha}=.963$. This result of the construct validation reflects the fact that the SSQTGM is an available scale that can be applied in gifted education field instantly.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.547-570
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• 2010

The purpose of this study was to find the personal and environmental background variables that influence to the gifted students in arts. 59 gifted students and their parents in Korean National Institute for the Gifted in Arts completed the questionnaire. The results were as follows: This study showed that the characteristic of gifted students, the developmental process of talent, and contributing factors to the growth of arts. Personal characteristics of gifted students in arts showed significantly difference in three fields of arts. As the environmental background, parents of gifted have offered them the extensive support financially and emotionally and also had high interest in Arts. The reliance on private education versus public education in arts was high. Expecially, gifted students of music and dancing fields was relying more on private education than artistically gifted students. This study was examined for the empirical study of the gifted in arts. The limitations of the study and the suggestion for further study for the gifted were discussed.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.299-320
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• 2015

This study aimed to explore the problem in curriculum development in school-based gifted program in the arts and suggest the way to solve that. For this study, we surveyed 28 teachers and guest instructors, furthermore interviewed 6 teachers (4 in music and 2 visual arts). The study results indicated that not only curriculum development of school-based program for the gifted in the arts was not systemic, but also most teacher depended excessively on guest instructors due to the lack of expertise and information for curriculum development. Also, They did not understand specific meaning of the giftedness and gifted curriculum in arts nor recognize the unique role of school-based gifted program. In addition, most teachers simply attempted to solve lack of knowledge and experience on a personal level. Their research condition were inadequate to plan curriculum. To solve these problems in curriculum development in school-based gifted program in arts, we suggested some solutions: differentiated teacher in-service program, the achievement criteria for fundamentals of curriculum, system for connecting materials, information and human resources, as well as consultative body for improving the present condition of school-based gifted program.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.61-85
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• 2012

The OSPG(Observation Scale for Parents of the Gifted in Korean Traditional and Western Music) is one of the tools for screening of the Gifted in Korean traditional and Western music. So the validity and reliability of the OSPG has an influence on securing validity of the whole identification process. The purpose of this study is to examine the validity and reliability of the OSPG-2 that input screening processing, and to suggest systematization of identification processing for the Gifted in Korean traditional and Western Music. For the achievement of this purpose, this study administered the OSPG-2 to 261 gifted students aged between 13 and 16 in the middle or high school for the arts. To validate the OSPG-2, I analyzed items of the OSPG-2, and conducted the exploratory and confirmative factor analysis. I also examined the internal consistency. As a result of the exploratory factor analysis, I collected 40 items of the OSPG-2 finally. Furthermore, I could identify psychological construct of the Gifted in Korean traditional and Western Music. The consequence of confirmative factor analysis, the model provided good fit to observed data. As a result of reliability analysis, the internal consistency of the internal characteristic verified Cronbach's ${\alpha}$=.939, and the internal consistency of the external environmental characteristic verified Cronbach's ${\alpha}$=.887. This result of validity study reflects the fact that the OSPG-2 is a valid scale and is able to input to gifted educational field instantly.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.221-244
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• 2001

The purpose of this study is to examine the gifted education system in North Korea. The study analysed various literature, articles, and internet resources concerning education in general and gifted education in North Korea. The findings of the study are as follows: First, in recent years North Korea has emphasized gifted education to advance the level of science and technology, especially in the field of information technology and computer science. Second, North Korea already introduced the gifted education system by establishing music schools, foreign language schools, art schools, dance schools, and athletics schools in 1960. Third, North Korea has established special schools for the gifted in science since 1984. The schools play an important role in advancing the country's science and technology. Fourth, in North Korea there are special courses in colleges and universities for the gifted in various fields. Fifth, North Korea has implemented the consistent and interrelated system of gifted education from kindergarten level to higher education level.