Our committee has been working diligently to create an outline for our resource manual - I have pasted our most recent copy below. Please feel free to comment on any of it if you see things that should be added. Thank you!
1. Acknowledgments
2. Introduction
2.1. Statement of Philosophy /Purpose
2.2. Music and Cognitive Development [advocacy statement/research]
2.3. What is Musical Giftedness?
2.4. NAGC Standards for Identification
2.5. Wisconsin Administrative Rule on Gifted and Talented Education
3. Framework for a District-Wide Identification Plan
3.1. Overview
3.2. Identification Process
3.3. Rating Scales/Assessment Forms
4. Musical Talent Identification Criteria and Tools
4.1. Overview
4.2. Cultural Awareness
4.3. Musical Talent Identification Criteria and Procedures
4.3.1. Musical Awareness and Discrimination
4.3.2. Creative Interpretation
4.3.3. Musical Behavior and Performance
4.3.4. Intensity
5. Parent, Peer, and Self-Nomination
5.1. Overview
5.2. Cultural Awareness and Community Involvement
5.3. Letters and Nomination/Referral Forms
6. Appendices
6.1. Examples of District Plans and Forms
6.1.1. Framework/District Plan Examples
6.1.2. Musical Talent Assessment Examples
6.1.3. Letter and Nomination/Referral Samples
6.2. Research…
Monday, February 9, 2009
Wednesday, December 10, 2008
Philosophy Statement
This is our most recent draft of our philosophy statement. We will be adding a conclusion as we continue to develop the resource handbook.
The Wisconsin Music Educators Association (WMEA) believes that all students, regardless of their backgrounds, should have the opportunity to realize the full extent of their musical abilities. Through this resource manual, we aim to establish standardized processes and criteria for gifted and talented identification in music in order to provide meaningful musical experiences within the classroom, as well as through various opportunities offered beyond the regular school program. To that end, we seek to identify students whose exceptional needs require differentiated programming.
WMEA recognizes that a comprehensive identification program:
• Begins at an early age and continues throughout a student’s educational career
• Is research-based
• Allows all students the chance to be identified
• Utilizes a variety of identification tools from a variety of resources
• Engages classroom teachers, music educators, gifted education staff, parents, peers, and the students themselves in the identification process
The Wisconsin Music Educators Association (WMEA) believes that all students, regardless of their backgrounds, should have the opportunity to realize the full extent of their musical abilities. Through this resource manual, we aim to establish standardized processes and criteria for gifted and talented identification in music in order to provide meaningful musical experiences within the classroom, as well as through various opportunities offered beyond the regular school program. To that end, we seek to identify students whose exceptional needs require differentiated programming.
WMEA recognizes that a comprehensive identification program:
• Begins at an early age and continues throughout a student’s educational career
• Is research-based
• Allows all students the chance to be identified
• Utilizes a variety of identification tools from a variety of resources
• Engages classroom teachers, music educators, gifted education staff, parents, peers, and the students themselves in the identification process
First Post
Welcome to our blog! The main purpose of this site is to solicit resources and suggestions for our Gifted and Talented Identification in Music handbook. Our project team members will occasionally post resources they've found - if you have comments or would like to recommend other resources, please comment to the post. Thank you!
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