Artistically and Musically Talented Students by Zimmerman Enid;Reis Sally M.;

Author:Zimmerman, Enid;Reis, Sally M.; [Zimmerman, Enid]
Language: eng
Format: epub
ISBN: 1994276
Publisher: Corwin Press
Published: 2004-03-06T00:00:00+00:00

Implications for Practice

Educators would benefit if they viewed the student as able to achieve a crystallizing experience, which could thereby optimize the attainment of personal goals. Roeper (1996) wrote:

Educators and experts in gifted education today see the gifted child in terms of what they [sic] do or are able to do and not who they are—not how their emotions differ from those of other children. They do not look at what motivates the child. (p. 18)

The concept of a crystallizing experience itself has a sense of “magic” that students are compelled to talk about. This construct could serve in gaining more insight and knowledge into the students’ interests, hopes, and desires.

Roeper (1996) contended that “the gifted child has a complex self that is driven by his or her agenda” (p. 18). The crystallizing experience cogently captures what a student finds intrinsically motivating. Gifted children tend to develop an early internal locus of control, which tends to awaken this moment of clarity. It would be good pedagogy to question children about their crystallizing experiences, not for the good of society, but for the attainment of a personal goal.

Our field needs to recognize that the practice of gifted and talented education is multidimensional and that a single conception of giftedness is indefensible. Asking children about the crystallizing experience opens up a mode of inquiry and offers a new way of looking at what we do and how programs could be organized to meet the individual needs of gifted students.

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