What is the intersection between musical giftedness and creativity in education? Towards a conceptual framework

This article proposes a pluralistic conceptual framework for fostering creativity in musically gifted students, exploring the complex and non-linear nature of creativity development and manifestation. It aims to address a core research question: what is the intersection between musical giftedness and creativity in education? The proposed framework integrates two prominent theoretical models—the systems theory of creativity and the ‘four C’ model of creativity. Together, these models offer a dynamic and developmental understanding of creative expression, ranging from everyday creativity to potential for eminent achievement, as it manifests in musically gifted learners. The role of the teacher is placed at the heart of the creative developmental process, and the teacher is conceptualised not merely as a knowledge provider but as a central catalyst for creativity. This framework argues that the teacher functions as an environmental mediator shaping classroom climates that support innovation and as a curator of meaningful musical experiences. The article considers how established gifted education strategies, including enrichment, acceleration, and differentiated instruction, can be oriented toward fostering creative musical growth. Implications for research and practice will be discussed.