The definition and use of the concept of giftedness is influenced by different theoretical concepts, different aspects and views on the nature of talent, it's development and various social influences. Giftedness is defined as demonstrating a high, above-average ability to think in a particular learning area. When it comes to the learning area of music, we talk about musical giftedness. Musically gifted students are those who, in the field of music, in addition to the usual educational programs, also need appropriately adapted lessons so that they can develop their musical giftedness holistically. Within music lessons, the teacher's understanding and knowledge of the learning needs of musically gifted students is important, as is the systematic planning of music lessons in the stages of organization, implementation, verification and evaluation of knowledge. Working with musically gifted students in general education represents a great challenge, as teachers often do not feel competent enough to teach musically gifted students, which in turn leads to the absence of differentiation and individualization of lessons for musically gifted students. The main purpose of the master's thesis is to examine the current state of teaching musically talented students in music lessons in the 5th grade of elementary school. 5 female teachers (3 music teachers and 2 primary school teachers) who teach in the 5th grade of elementary school and 5 musically gifted students of 5th grade of elementary school participated in the qualitative research, which was conducted with a non-standardized semi-structured interview. The interviewees answered questions regarding how primary school teachers and music teachers adapt music lessons in the 5th grade of primary school to musically gifted student, how musically gifted students of the 5th grade experience musical lessons and the teacher's adaptations, which musical activities, contents, methods motivate musically gifted students the most, and what kind of music lessons the interviewees would like to experience. The results of the qualitative research show three factors that influence the teaching of musically gifted students in the 5th grade of primary school: adapting the teaching of musical lessons, knowledge of musically gifted students and the teacher's competence. These factors are intertwined and interdependent. Their success and suitability depends on the teacher's personal and professional competence, readiness and support, which the teacher receives during his work at the school. Likewise, the teacher's knowledge of musically gifted students, their characteristics, interests and experience of the art of music affects the successful and optimal determination of adjustments and guidelines of the art of music lessons.The results of the qualitative research shed light on the current state of teaching musically gifted students and enabled the creation of framework guidelines that can help in the further planning of music lessons.
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