Gifted Children Being in Love with Music
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Gifted Children Being in Love with Music
Musical giftedness is a mys- tical thing. I have not yet heard an adequate expla- nation about how it happened
pens,” mused Jeremy Woolhouse, a Melbourne, Australia, jazz piano teacher and performer. He described one of his students, a 12-year-old boy, who has “incredible musicality” and learns
extremely quickly. Sometimes this seemed to occur with little or no prac- tice and with a conscious decision from his family, not to “push” for practice.
Children who show exceptional musical skills usually learn quickly and are motivated to play. They are drawn to listen to music, often relish per- forming and may also compose. Did they “draw
the long straw” by being born talented or have they learned to be that way? What conditions should there be for a talented child to reach his or her full potential?
Different terminology exists to describe gifted children, and the terms “gifted,” “prodigy” and “talented” come with inherent assumptions about how they got that way. Some academ- ics do not
believe there is such a thing as an innately talented child. “Potential for musical ability” may be a better word to describe a child who, to oth- ers, may be a child prodigy. For my purposes I’ll use
the terms interchange- ably, but will present the case for both sides of the gifted coin.
Gifted Children Being in Love with Music
Gifted Children Being in Love with Music
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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