Date of Award

2016

Document Type

Thesis

First Advisor

Jamie Stockton

Second Advisor

Scott Spiegelberg

Third Advisor

Marcia McKelligan

Fourth Advisor

Kevin Moore

Abstract

This thesis explores the complex interactions of academic giftedness as it relates to the pursuit of music. The literature review covers some of the main topics of giftedness, including what it means to be gifted, identification of giftedness, and music in gifted programs. Research was conducted at a small liberal arts college with a School of Music on academically gifted students. The survey and follow-up interview were constructed to assess whether academically gifted music students were more likely to experience conflict about their choice of major than academically gifted liberal arts students, non-academically gifted School of Music students, or non-academically gifted liberal arts students. The survey results showed that academically gifted music students were more likely to experience conflict in their choice of major than academically gifted liberal arts students or non-academically gifted music students. A comparison between academically gifted music students and non-academically gifted liberal arts students proved to be impossible due to a small sample size. Interviews determined that some of the sources of conflict about major for academically gifted music students included being torn between multiple aspects of music, struggling with self-doubt, and feeling pulled in multiple directions. In interviews, academically gifted students also stated some of their biggest challenges were the skill building aspects of music classes, time management, and the demand to always be better.

Comments

Honor Scholar thesis

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