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Is it me or does the expression "gifted and talented" seem a particularly poor use of language to anyone else?(54 Posts)
I'm not talking about whether there should be a programme or special treatment for children who are "ahead" in some way here. I don't have an opinion on that.
But the phrase itself..... is it me or does it sound like a parody?
What does it mean to be "gifted"?
What does it mean to be "talented"?
Can one be one but not the other? If not, would it not be preferable to use one word? If so, why are the two words always bundled together like verbal identical twins in the same class....
Was there a committee meeting in which the people who favoured the term "gifted" could not agree with the people who favoured the term "talented"? Was using both terms all the time the only way to end the meeting, even though everyone there would have marked down a 9 year old for such use of language?
I genuinely wonder....
G&T are absolutely feckin useless expressions (inserts angry face). I only learnt I had a higher than average IQ at uni undergoing IQ testing as a laugh as part of a psych grads doctorate.
How the hell did my supposed teachers miss it? Even worse, made me think I was below average academically?
Thoroughly agree taking all the grade exams is unnecessary...but understand it can motivate and focus some students. Also I am pretty sure you need grade 8 as a prerequisite for Diplomas, which have some merit (and I believe can be counted towards some university studies). Rules might have changed though since I did mine all those years ago!
Great post Ronaldo
Are there really so many children out there that are G&T or have advanced potential??? Where I am every other mother claims this label for her child and as far as I can see its certainly not the case.
Not being cynical or negative about them, but as a child I was great at reading (I was about 3yrs old) and my mum was really proud of me. Later on, all my peers caught up with me. It wasnt that I was gifted in any way, it was just that I was a slightly more developed in that area, but it all levelled off later.
Strangly, here in Spain, the label is seen as a badge that they all want, but for me those that they label in this way are normally the socially deficient ones.
"advanced potential" is, I think, another misuse of language.
One can have potential - real potential, lots of potential, bags of potential even.
One can be advanced.
One has potential first. One becomes advanced later. One can have the potential to become advanced (though we are now getting very ugly with our language).
One's potential, however, cannot be advanced. This would suggest that the potential has somehow been advanced, as if pushed forward along a train track.
I'll wager a committee is responsible for "advanced potential".
It's deja vu!
I know many parents of dc in selective and private schools like their dc to do all exams as they pay a lot of money for lessons and they are a bench mark of progress as far as some are concerned.
In the state sector many music teachers enter dc for every exam to meet targets, again a measure of progress.
I agree with you though, they aren't necessary. My dd plays 4 instruments and wants to be a pro musician, she won't do every exam because on top of lessons I can't afford them all.
DS and DD both play the clarinet.
I believe that one of them is c. Grade 2-3 and the other is c, Grade 4-5, only because some of the books that they learn pieces from are labelled 'You have just passed Grade 3' etc
Ds's school (independent) uses the term 'advanced potential' which I think is a better expression.
Call the language police someone, we've got another one...
Music exams aren't essential. Why do people enter their children in for every grade, especially if they are "gifted" at music. Ds skipped grade one and my nephew has only done grade 3.
There are lots of ways of giving a child a chance to perform without exams. My son's school had a talent contest and allows children who play instruments to play in assembly. Ds also played at church and raised £21 for christian aid playing guitar. (Threats that if the old dears didn't contribute that he would bring the violin.. Heh! Heh!)
We are lucky that dh is a musician and he teaches privately so dd can access quite a bit for nothing. However, she still plays 2 instruments that dh can't teach her and there are the exams too. We don't pay school fees as dd is H.ed but she also does dancing. So all told its around £50 per week, just for her.I think many parents are too scared to add up the costs, we find this at dancing. I don't think many would continue if they thought about it, lol.
Ds's school (independent) uses the term 'advanced potential' which I think is a better expression.
The exams are SO expensive, aren't they? I am amazed how many families seem to have the spare cash for music tuition in 3 instruments, Specialist courses, exam after exam after exam, junior academy/colleges and many are paying private school fees as well!!
Ha Ha, violin is best learnt slow and steady so I'm assured. We have had same thing dh teaches dd saxophone and within a month she is playing grade 3 stuff and has a lovely sound. Violin for 2 years to get to same level. Singing about gr 4 in a year. She hasn't taken all these grades yet and I'm saving some cash and just going for the gr5 in them all at once I think, depending on what dd wants obviously. It does seem a shame to grade or level and test dc all the time. It must be counter productive to having fun.
Sadly music scholarship applicants to senior school are often set minimum grade requirements (although there are some sensible schools which request references from teachers as to approximate level for those who haven't taken exams). A shame as it means the very able who may have started an instrument in year 5 or even year 6 but made exceptional progress are likely to be excluded.
As for keeping the children grounded, I feel very sorry for my DDs with a music teacher for a parent...they will never ever believe they are better than they really are. However, I am all for cheering them on for their achievements (but like you, not too often!) to other people. Am feeling particularly proud of DD1s very hard work in recently being awarded a music scholarship. She is now working at around Grade 5 level on piano after having learnt for around 18 months. Wish the same progress was being made with violin!
I totally agree. I checked out you tube for pieces for dd to sing in festivals, auditions and exams. It is amazing how many dc aren't just preparing for the higher exams but especially in singing attempting unsuitable material.
I don't think there's any excuse either, its not like the leading music schools and conservatoires specify achievement at any grade, let alone the higher ones. They want to see ability to study intensively and musical awareness. So to many a grade 2 isn't gifted or talented in any way, because people tend to go for the latest grade passed, which imo says nothing much.
Oh yes we are proud of her, but don't tell her too often to keep her grounded. To keep me grounded I don't show off with other parents, or do the I'm so proud speech.
Message withdrawn at poster's request.
You must be so proud of DD. I hope she continues!
I do often wonder where these very young children that gain high level grades have to go when they have 'done' them all. There is a level of maturity that informs the best musicians, and with the best will in the world, a young child can not have that. And yet they manage to pass the exams, so it is very confusing!
I think getting labelled 'gifted and talented' is a bad choice of words because it marks that group of children out as superior to their peers at such an early age. You wouldn't call a class for the children who were behind "slow and untalented", would you? It should imply equality at both ends.
Besides, being a quick learner in Primary doesn't remain true for your whole life. I was in a G+T type thing at that age, and am the first to admit that I'm actually pretty average intellectually as an adult.
NAGC are now called Potential Plus UK and are using the term "High Learning Potential" or HLP rather than G&T.
I much prefer the term "able". "Giftedness" seem fixed and unalterable, where as"ability" is something which can be improved with work or practice.
Our school uses the the expression "more able". I feel that "more able" is a fair way of saying that a particular child is in the 10% of a particular cohort at a moment in time.
My went to a gifted and talented workshop for science (paid for by the school). The sad thing was that half the kids didn't want to be there. It would be interesting to know how many free school dinners children get to go to gifted and talented workshops.
No, 'very able' just sounds like the normal English that we all understand. G & T doesn't sound too odd when applied to something like music, but when someone writes, 'DD is gifted and talented at reading', it just sounds utterly ridiculous.
so, good intentions, and with our archaeologist hats on it's possible to disinter the original intent behind the phase (thank you teacherwith2kids).
I suppose with all these things, there's an initial thrust of energy and then it moves beyond its sell-by date.
If I were to say to my child "you are gifted and talented in science" and encourage him to repeat and use such a phrase, it would be tantamount to saying:
"mangling the English language is fine"
"clear communication is not important"
and undermine the work his teachers are doing in his literacy classes, and that's before you even get to analysing the meaning of the phrase.....
so I'm glad they are getting rid. "Very able" sounds much better! But perhaps in seven years' time that will sound silly too.
I think it's pants. I was a teacher and in all the years of teaching some quite able children only came across a couple of truly what I regard as gifted kids.
I'm in the interesting position of having twins one of which is getting sent on some G&T courses (whatever that means) and one which isn't.
Both kids are bright however one is also driven and is the one being sent on said courses.
His twin is equally as bright and in some ways brighter however he isn't driven,is shy,can daydream etc. He also matured later. Annoys me that he and others will get nothing.He complains of finding some lessons easy and being bored.A lot of the other kids going seem equally driven/confident as the son that is going or have parents with a lot of drive.Should drive/confidence be a marker of G&T?
I agree with whoever said it's just a label they plonk on a top percentage to offset SEN provision.It is cop out.Yes these courses are lovely(spot on for my ds)and will benefit my son (would hugely benefit his twin and several others too I suspect)however they are bloody expensive and not all could afford them(my parents are paying)and really enable teachers to not stretch kids as they can say "well we sent them on a G&T course"
What do the other able/bright kids not in that very top percentage get-even less!
When my DS started secondary, being identified as academically gifted meant that you achieved over 130/2 ish in the cat sores. From that, the school applied for you to join NAGTY. The threshold was then lowered a few years later, then NAGTY was disbanded!
From our experience, the only advantage in being recognised was that DC were able to access enrichment courses at Kilve which we paid for, and which they thought were fun as they covered areas not covered in the school curriculum.
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