Home / Regular Issue / JTAS Vol. 29 (4) Dec. 2021 / JSSH-8237-2021

 

‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

Md Jais Ismail, Loo Fung Chiat and Azu Farhana Anuar

Pertanika Journal of Tropical Agricultural Science, Volume 29, Issue 4, December 2021

DOI: https://doi.org/10.47836/pjssh.29.4.33

Keywords: Differentiated instruction, enrichment, gifted, music education, technology

Published on: 13 December 2021

Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.

  • Al-Zoubi, S. M., & Al-Zoubi, S. (2019). Prevalence of articulation errors among Jordanian gifted students with dyslexia. Journal for the Education of Gifted Young Scientists, 8(1), 533-548. https://doi.org/10.17478/jegys.682635

  • Alabdullatif, M. A. (2020). Enhancing Self-Regulated Learning (SRL) skills of gifted students through an enrichment program challenges and opportunities. Journal for the Education of Gifted Young Scientists, 8(4), 1645-1663. https://doi.org/10.17478/jegys.833184

  • Ali, A. S. (2001). Issues involved in the evaluation of gifted programmes. Gifted Education International, 16(1), 79-91. https://doi.org/10.1177/026142940101600111

  • Balchin, T., Hymer, B., & Matthews, D. J. (2013). The Routledge international companion to gifted education. Routledge.

  • Brewin, K. (2016, December 9). The focus on maths and science doesn’t add up. The arts must be in the equation. The Guardian. https://www.theguardian.com/commentisfree/2016/dec/09/maths-science-stem-subjects-england-schools

  • Burnette, D. F. (2013). Casting minority gifted students: The pedagogical impact of cinema on the culture of schooling [Doctoral dissertation, Georgia Southern University]. https://digitalcommons.georgiasouthern.edu/etd/63

  • Cathcart, R. (2020). Understanding and working with gifted learners: They’re not bringing my brain out. Routledge. https://doi.org/10.4324/9781003009283

  • Denscombe, M. (2017). The good research guide: For small-scale social research projects. McGraw-Hill Education (UK).

  • Elliott, L., & Corrie, L. (2015). The GAVI approach to Learning and teaching materials in sub-Saharan Africa. Background paper prepared for the Education for All Global Monitoring Report 2015. Education for All 2000–2015: Achievements and Challenges. https://unesdoc.unesco.org/ark:/48223/pf0000232481

  • Gagné, F. (2000). A differentiated model of giftedness and talent (DMGT); (ED448544). ERIC. https://files.eric.ed.gov/fulltext/ED448544.pdf

  • Glazewski, K. D., & Hmelo-Silver, C. E. (2019). Scaffolding and supporting use of information for ambitious learning practices. Information and Learning Sciences, 120(1), 39-58. https://doi.org/10.1108/ILS-08-2018-0087

  • Golle, J., Zettler, I., Rose, N., Trautwein, U., Hasselhorn, M., & Nagengast, B. (2018). Effectiveness of a “grass roots” statewide enrichment program for gifted elementary school children. Journal of Research on Educational Effectiveness, 11(3), 375-408. https://doi.org/10.1080/19345747.2017.1402396

  • Hanna, W. (2007). The new Bloom’s taxonomy: Implications for music education. Arts Education Policy Review, 108(4), 7-16. https://doi.org/10.3200/AEPR.108.4.7-16

  • Hardman, M. L., Egan, M. W., & Drew, C. J. (2017). Human exceptionality: School, community, and family. Cengage Learning.

  • Hook, P., & Mills, J. (2012). SOLO taxonomy: A guide for schools book 2: Planning for differentiation. Essential Resources.

  • Hoover, T. (2018, April 9). The qualities of an empowered music student. Off the beaten path - A music teacher journey. https://offthebeatenpathinmusic.com/2018/04/09/empowered-music-student/

  • Ismail, M. J., Loo. F. C., & Anuar, A. F. (2021). Learning music through rhythmic movements in Malaysia. Malaysian Journal of Learning and Instruction, 18(1), 241-263. https://doi.org/10.32890/mjli2021.18.1.10

  • Jignesh, B. P., & Parul, G. (2020). A study of multiple intelligence of the students of standard IX in the context of different variables. Purakala UGC CARE Journal, 31(24), 36-47.

  • Jones, B. D. (2017). User guide for assessing the components of the MUSIC® Model of Motivation. https://www.themusicmodel.com/wp-content/uploads/2019/06/User-Guide-to-Assessing-the-MUSIC-Model-Components-December-2017-2.pdf

  • Jones, B. D. (2018). Motivating students by design: Practical strategies for professors (2nd ed.). CreateSpace.

  • Jones, B. D., Sahbaz, S., Schram, A. B., & Chittum, J. R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: Results from the U.S. and Iceland. International Journal of Science Education, 39(8),1089-1108. https://doi.org/10.1080/09500693.2017.1319093

  • Kamarulzaman, M., Azman, H., & Zahidi, A. (2017). Differentiated instruction strategies in English language teaching for gifted students. Journal of Applied Environmental and Biological Sciences, 7(1), 78-90.

  • Kamis, M. S., Ismail, M. J., Alias, M. N., Mikeng, D., Abidin, S. G. Z., & Yusof, R. (2021). CLIL approach in encouraging self-efficacy amongst Malaysian gifted students for Arabic tasks accomplishment. Journal of Language and Linguistic Studies, 17(2), 1001-1012. https://doi.org/10.52462/jlls.69

  • Kazu, İ. Y., & Issaku, Y. (2021). The opinion of ELT students on technology-based classroom approach. Focus on ELT Journal, 3(1), 33-42. https://doi.org/10.14744/felt.2021.00036

  • Lee, H. K. (2018). Differentiated instruction for gifted and talented students: Teaching gifted and talented students with diversity responsive education method. In J. Cannaday (Eds.), Curriculum development for gifted education programs (pp. 43-60). IGI Global. https://doi.org/10.4018/978-1-5225-3041-1.ch003

  • Ludovico, L., & Mangione, G. (2014). Teaching adaptively for music-smart opportunities emerging from the representation of score notation. Journal of e-Learning and Knowledge Society, 10(3), 51-69. https://doi.org/10.20368/1971-8829/957

  • Mann, C. (1994). New technologies and gifted education. Roeper Review, 16(3), 172-176. https://doi.org/10.1080/02783199409553567

  • Md Jais, I., Hawa, A. H., & Nurul, H. M. (2021). Meneroka tingkah laku unik pelajar pintar cerdas berbakat akademik [Exploring unique behavior of gifted students with academic talented]. Malaysian Journal of Learning and Instruction, 18(2), 301-328. https://doi.org/10.32890/mjli2021.18.2.11

  • Md Jais, I., Loo, F. C., Azu Farhana, A., & Rorlinda, Y. (2020) Institutionalising the kompang for primary school students in Malaysia. International Journal of Innovation, Creativity and Change, 13(5), 295-292.

  • Md Jais, I., Rorlinda, Y., & Loo, F. C. (2018). Aktiviti muzikal yang sesuai dijalankan semasa proses pengajaran dan pembelajaran muzik murid-murid pintar dan berbakat di Malaysia [Proper musical activities for teaching and learning process among Malaysian gifted and talented students]. Malaysian Journal of Social Sciences and Humanities, 3(5), 30-40.

  • Parkes, K., Jones, B. D., & Wilkins, J. (2017). Assessing music students’ motivation using the MUSIC Model of Academic Motivation Inventory. UPDATE: Applications of Research in Music Education, 35(3), 16-22. https://doi.org/10.1177/8755123315620835

  • Pepper, J. (2019, September 27). How music flows through the STEM curriculum. Study International. https://www.studyinternational.com/news/music-education-flowing-stem-curriculum/

  • Phillipson, S. N. (2007). Learning diversity in the Chinese classroom: Contexts and practice for students with special needs (Vol. 1). Hong Kong University Press.

  • Piragasam, G. A., Rosadah, A. M., & Zalizan, M. J. (2013). Music appreciation and self-actualization of gifted students. Procedia-Social and Behavioral Sciences, 90, 124-132. https://doi.org/10.1016/j.sbspro.2013.07.073

  • Sargent, R. (2017, August 7). Differentiated instruction in the music classroom. Smartmusic. https://www.smartmusic.com/blog/differentiated-instruction-music-classroom/

  • Sophia. (2019, May 22). How differentiated instruction challenges the notion of the traditional teacher. Superprof. https://www.superprof.co.uk/blog/differentiated-instruction-challenges-traditional-teachers/

  • Standerfer, S. (2011). Differentiation in the music classroom. Music Educators Journal, 97(4), 43-47. https://doi.org/10.1177/0027432111404078

  • Tolar, E. (2016). The allure of music: Implications for academically gifted students [Doctoral dissertation, DePauw University]. https://scholarship.depauw.edu/studentresearch/56

  • Tomlinson, B., & Masuhara, H. (2017). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons.

  • Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.

  • Torkar, G., Avsec, S., Čepič, M., Savec, V. F., & Juriševič, M. (2018). Science and technology education in Slovenian compulsory basic school: Possibilities for gifted education. Roeper Review, 40(2), 139-150. https://doi.org/10.1080/02783193.2018.1434710

  • van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51-67. https://doi.org/10.1080/09243453.2018.1539013

  • VanTassel-Baska, J. (1989). Appropriate curriculum for gifted learners. Educational Leadership, 46(6), 13-15.

  • Wesolowski, B. C., & Payne, P. (2020). Developing learning outcomes, assessment tasks, and scoring devices. In Developing and Applying Assessments in the Music Classroom (pp. 45-81). Routledge.

  • Winebrenner, S. (2020). Teaching gifted kids in today’s classroom: Strategies and techniques every teacher can use. Free Spirit Publishing.

  • Wu, E. (2013). Enrichment and acceleration: Best practice for the gifted and talented. Gifted Education Press Quarterly, 27(2), 1-8.

  • Zorman, R., Nadler, M., Zeltser, P., & Bashan, Z. (2018). The national mentoring program in Israel: A model for developing leadership among highly gifted students. In B. Wallace, D. Sisk & J. Senior (Eds.), The Sage Handbook of gifted and talented education (pp. 343-356). SAGE Publications Ltd. http://doi.org/10.4135/9781526463074.n29

ISSN 1511-3701

e-ISSN 2231-8542

Article ID

JSSH-8237-2021

Download Full Article PDF

Share this article

Recent Articles