这些想法在分化的研究主题的野蛮的支持（2006）和威金斯（2003）。萨维奇认为，音乐实践在课堂的中心地位和课堂课程要素的整合是核心原则对音乐人才的教学。有人认为，学生从“体现音乐家作为教师”在课堂上，应该有一个政策的“自由和克制”，指的是深度和丰富的教学广度的扩展。威金斯（2003）认为，需要有一个政策和策略，允许灵活性，因为所有的学生是不同的，因此有各种需要的适应性教师的一部分。威金斯主张精心措辞的学习目标允许有意义的音乐的遭遇以及更大程度的开放，关于什么是音乐。
新西兰坎特伯雷大学论文代写:研究主题
These ideas around the theme of differentiation are supported by research by Savage (2006) and Wiggins (2003). Savage argues that the centrality of musical practice in the classroom and the integration of curriculum elements in the classroom are core principles to teaching of musically talented individuals. It is argues that G&T pupils benefit from the 'embodied musician as teacher' in the classroom and that there should be a policy of 'Freedom and restraint', referring to an extension in depth and enrichment in breadth of teaching. Wiggins (2003) argues that there needs to be a policy and strategy that allows for flexibility as all pupils are different and hence have various needs requiring adaptability on the part of teachers. Wiggins argues for carefully worded learning objectives allowing for meaningful musical encounters as well as a much greater degree of openness about what counts as music.
