I'm sure lots of parents here get this reaction from teachers, but it still bothers me. I've recently talked with a district administrator and a school teacher about maybe coming up with special arrangements for DD10 who is a gifted musician so that she can make better use of the time during school's instrument program. The reaction, in a very subtle but unmistakable way, was that I must be nuts to think that my kid is more advanced than other kids, even though I am very familiar with the local music education scene. I don't even talk with school teachers anymore about math or reading or foreign language... But I thought music is something where a kid's level is so easy to tell: what is the kid's repertoire, how many years of ensemble experience, the level of the orchestra, etc. ... Oh well, DD has asked me for a couple of years to talk to the school about her music class arrangement, I promised I'd fight, then it turns out harder than I thought and DD seems discouraged. I'm still trying though. Any thoughts?

I'd start with their written rules. What is the district's acceleration policy? Do they address giftedness in the arts, or only in other academic subjects?

Have you documented her repertoire? Having a list of pieces mastered, recital dates, and letters of recommendation and/or commendation may be of help.

You may wish to follow the basic advocacy approaches outlined in the Davidson Guidebook Advocating for Exceptionally Gifted Young People, tailoring this to music rather than academics.

I hear you. If we kept on pushing, we might have been known as that parent who think rules should apply to everyone but to their child so we didn't.

I get this hunch that most people feel DD4 can do what she can do because of the home environment and exposure. Meaning, any children would be "advanced" if they were fortunate enough to have parents who would pay for music lessons and have the time to help practice.

Just like with academics, people in general seem to think only the extreme cases you see in the mass media are gifted.

Thanks for the reply, everyone.

DeeDee, our district doesn't have any gifted program and I haven't found any written policy. I know lots of parents who feel strongly about this.

Indigo: yes, I gave the teacher details about DD's repertoire and her past experience (short of sending her DD's performing arts resume). I haven't heard from the teacher since... I will have a chance to talk with the principal about other things and will bring this up again.

Mana: I know what you mean. Our teacher obviously felt that kids who have had a few years of private instrument lessons are all advanced. This is true relative to kids who have never had lessons. But kids who have had a few years lessons can be at vastly different levels.

To get buy-in from the teacher, you probably need to figure out what can be done within their offerings, i.e. ask for something that they can reasonably give you. Do you want her accelerated into a group at a higher grade level, for instance?

Ohhhhh... this makes me CRAZY. LOL even just reading what you've written has me writhing with fury.

I work in education so I see both ends: some kids are delayed in learning regardless of how much extra support they get, and then... some learn at the speed of light and are driven by fervent curiosity to figure things out themselves and are capable of doing so, and become restless and stressed when they don't have access to new information and learning.

Parents of typical kids don't have the experience to see this though. They just don't have the exposure to different levels of cognition, and they assume that if little Johnny had a math tutor he'd also be several grades ahead. No... not necessarily.

ITA. I'd also take advantage of the power of the "group" - you mentioned that you know other parents that have similar concerns - pulling your voices together toward a common goal that is something that can be accomplished within the bounds of limited school budget and limited teacher time to deal with will help you get closer to success.

I also realize this isn't going to be an ideal answer, but have you considered something after-school as an option? I realize that is essentially what you are already providing privately, but if there's a small group of talented musicians at school, would they be able to work together as a group one day a week before or after school (or whatever) if one or two parent volunteers sponsored and supervised them?

Just a few thoughts - good luck!

polarbear

Yes, I agree and I tend to think spotting musically gifted children is really easy. I suspect that your DD's music teacher knows your DD is talented and accomplished (unless he or she is tone-deaf...which would be rather problematic).

Has this school ever offered acceleration or exemption in the past to your DD or any other children? If that's not something they do, trying to change that culture would be an uphill battle.

Thanks. Parents definitely do a lot to make up for the lack of a gifted programs, we run a lot of enrichment clubs. But in-class enrichment has always been an issue. We haven't seemed to be able to make much headway. DD does a ton of musical activities outside of school, participates in outside orchestras since 1st grade (she has been with middle- and high-school orchestras), formal training programs, etc. etc. Ideally we'd ask for some form of exemption, letting her use the time to do theory work, practice her solo music, etc. Not sure whether it's possible at all.

We are not sure at all what has been possible in the past. So I'm hoping that the next conversation with the principal might shed some light. We do hope for some form of exemption so that she can use the time to do her own music practice or theory work, etc. We also thought about a different instrument, but DD already plays two instruments and sings at a pretty high level, and she doesn't want to pick up another instrument just so that she can participate at school...

I would assume you thought about it, but how are you planning on working out the supervision for when she would be exempted from class? That might be the biggest issue. If you knew of at least a couple other kids who would/could go too and maybe be watched together by someone, that would give you a lot more leverage. It seems unreasonable to me to expect they'd find another teacher to supervise one child - however, it never hurts to ask and I think it would really depend on the situation.
Or would they trust her enough to go alone and practice? That would make it hard to deny it if she didn't need supervision and there was a space - not like reason gets through in school negotiations :-). Good luck!

I can see my DD saying this. I might feel differently in the future but right now, I plan on telling her to pick up viola so she can learn to read the alto clef (and I can tell her all the violist jokes. )

Given that your DD is getting a rich music experience outside of school, why bother with the school program at all? It's not required, is it?

FruityDragons: we will ask the school about supervision. One teacher told me that DD can't stay in the classroom when others go to the instruction class exactly because of the supervision issue. DD is quite self sufficient, but I don't know what the school needs/is required to do.

Mana: DS actually thought about viola for exactly this reason, but he didn't go for it, because it would take him a couple of days to read alto clef fluently, then there is the rest of the school year. :-)

When my DD can't participate in Gym period, she goes to the library to work on homework or anything educational.

Library usually has a librarian and should satisfy the supervision requirement.

As far as we know it is required. That's why we want to ask for potential exemption or some sort of individualized assignment. :-(

Dude: as far as we know it is required. So we need to ask for either individualized assignment or (don't know if it's possible) exemption.

Peter: Yep, we will bring up this possibility. Thanks.

My dd's school offered her time in the office during music class. The secretary is always in there.