• Journal of Gifted/Talented Education
• /
• v.20 no.3
• /
• pp.789-807
• /
• 2010

This study was carried out in order to explore possibility of artistic activity for strengthening creativity of the gifted children at home by analyzing influence of the gifted children's musical experience and interest level upon creativity. As a result of research, the gifted children's musical experience and interest level were distributed in the mid-lower rank as a whole. The mean in score of creativity was high. Among sub-spheres, originality, abstractness of titles, and resistance to premature closure were surveyed to be especially excellent. And the result of this study was indicated to be high in influence of musical experience and interest level upon creativity. Some conclusions and implications that were obtained through this study are as follows. First, to explore influence of musical experience as artistic activity upon creativity, first of all, the qualitative inspection needs to be given priority to musical activity itself, which is being experienced by the gifted children as the research subjects. Second, there is necessity of paying attention to the musical experience and interest level of the low gifted children. Third, for the gifted children prior to activation of art education, a clear reason why the art education is needed and the usefulness need to be presented.

• Journal of Gifted/Talented Education
• /
• v.24 no.6
• /
• pp.1073-1097
• /
• 2014

The working concept of the disadvantaged gifted is meant by those who hardly can have a chance to develop one's own gifts because of the environmental conditions and factors. The main purpose of this study is to explore the inherent trait of the music giftedness, which is composed of musical ability, creativity, and task commitment. Grounded upon the phenomenal research, this study purposefully samples ten disadvantaged students who participated in the arts gifted camp hosted by Korean National Research Institute for the Gifted in Arts. Thus, it explores the inherent traits of the disadvantaged gifted by coding, segmenting, and analyzing the interview with ten disadvantaged, and the evaluation reports of the expert group. The inherent trait of music giftedness of the disadvantaged gifted is shown as this: the inherent trait of the disadvantaged gifted in music is closely interrelated with one's own concept of giftedness. Whereas they show the high motivation and task commitment, they are hardly observed to have the creativity in their musical activities and learning. Finally, this study give a proposition for the strategy to stimulate and improve the inherent trait of the disadvantaged gifted in music: the importance of parents education and parent screening, meta-cognitive skills, the leaning-based creativity education, and the significant role of intrapersonal catalyst.

• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.919-945
• /
• 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
• /
• v.24 no.4
• /
• pp.629-655
• /
• 2014

This study aims to explore the characteristics of environmental catalysts which have affected the development of music giftedness of the disadvantaged students. For this purpose, this study deals with nineteen disadvantaged gifted in music and examines their self-evaluation test, personal statement, and interview. Based on Gagn$\acute{e}$'s environmental catalysts of differentiated model of giftedness and talent(DMGT), the analysis of the interviews conveys the milieu of the disadvantaged gifted hardly exerts positive influences on their musical activities and studies. While concerning music and supporting their children financially and emotionally, parents unintentionally tend to exert negative influences on their children for their misapprehension of giftedness and incompetent advice. On the whole, the disadvantaged gifted hardly admit their teachers as experts in music. In relation to provisions, most students participate in extra school and local program and none of them participates in music gifted program. They are not satisfied with the quality in education. Despite the importance of the events such as crystallizing experience, award-winning, and performance, most students don't have enough events for inspiring their giftedness. As a conclusion, this study gives a proposition for a strategy to improve the environmental catalysts for the disadvantaged gifted in many different ways: the improvement of social recognition, the enhancement of parent consulting and teachers training programs, and the development and diffusions of more qualified gifted programs and so on.

• Journal of Gifted/Talented Education
• /
• v.22 no.1
• /
• pp.61-85
• /
• 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
• /
• v.23 no.1
• /
• pp.1-24
• /
• 2013

The OSTG (Observation Scale for Teachers 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 OSTG-2 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 OSTG-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 OSTG-2 to 195 teachers of gifted students aged between 13 and 16 in the middle or high school for the arts. To validate the OSTG-2, I analyzed items of the OSTG-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 22 items of the OSTG-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 musicality verified cronbach' ${\alpha}$=.852, and the creativity verified cronbach' ${\alpha}$=.894, the task commitment verified cronbach' ${\alpha}$=.924. This result of validity study reflects the fact that the OSTG-2 is a valid scale and is able to input to gifted educational field instantly.

• Journal of Gifted/Talented Education
• /
• v.24 no.2
• /
• pp.191-215
• /
• 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
• /
• v.24 no.5
• /
• pp.807-827
• /
• 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
• /
• v.19 no.3
• /
• pp.729-758
• /
• 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
• /
• v.25 no.2
• /
• pp.237-259
• /
• 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.