Available online at www.sciencedirect.com
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Procedia - Social and Behavioral Sciences 90 (2013) 124 – 132
6th International Conference on University Learning and Teaching (InCULT 2012)
Music Appreciation and Selff actualization of Gifted Students
Grace Annammal Piragasama*, Rosadah Abd Majid
db, Zalizan Mohd Jelasc
a,b,cc
Faculty of Education, Universiti Kebangsaan Malaysia, 43600, Malaysia.
Abstract
Music appreciation is attributed to engaging oneself in musical activities practically in daily life. The use of music is a
predictor of music appreciation regardless of the preference for being musically engaged (listening, playing instrument and
composing song). Maslow’s theory of human needs has shed its light on music as one of the most powerful arenas of peak
experiences, which one feels at the height of his or her powers (a sense of selff actualization). Selff actualization as one of the
construct of human development is a desirable life-long outcome for all individuals including the gifted students. Gifted
students exclusively need personal thriving in terms of their talent to acquire honorable character and well-being. This article
focuses on research relating to four aspects. The primary purpose of this article is to discuss on Maslow’s needs theory of selff
actualization. As music triggers emotional and psychological impact on individuals, the article identifies the most helpful
means of music appreciation to promote human development particularly during adolescence. Review of literature on selff
actualization characteristics and personalities held by gifted students will be discussed subsequently. Additional purposes are
related to Maslow’s theory and music appreciation practice through the experience of music listening on the well-being of
human being.
©
2012The
TheAuthors.
Authors.
Published
by Elsevier
© 2013
Published
by Elsevier
Ltd. Ltd.
Selection
and/or
peer-review
under
responsibility
of the Faculty
of Education,
University MARA,
Technology
MARA, Malaysia.
Selection and/or
peer-review
under
responsibility
of the Faculty
of Education,
University Technology
Malaysia.
Keywords: Music Appreciation; Music Listening; Selff Actualization; Gifted Students;Youth Development.
1. Introduction
Music is a basic instinct of human being, a daily basis human activity which is universally engaged with,
loved and experienced. Music plays an important role in the formation of a person’s identity. Previous researches
have revealed substantial findings on how music is vital in human’s biological and history; not only that music
equipped the process and ability to experience music (Levitin, 2006), but music was also used to prolong human
being’s life (Dissanayake, 2008).
* Corresponding author. Tel.: 016-6020295
E-mail address: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of the Faculty of Education, University Technology MARA, Malaysia.
doi:10.1016/j.sbspro.2013.07.073
Grace Annammal Piragasam et al. / Procedia - Social and Behavioral Sciences 90 (2013) 124 – 132
Music is connected with needs theory, the most complete means for achieving peak experience. Maslow
(1968; 1971) focused on the role of music in satisfying self-actualization needs, asserting that music satisfies the
highest of all needs in human needs typologies. Maslow’s view was confirmed by Reimer (1989, pg.1) who
explained the profundity of music as “the power of music to alter the reality of human experience and to alter
humans’ way of being.” Maslow (1943, pg. 378) defined self-actualization as “the desire for self-fulfillment,
namely, the tendency for him to become actualized in what he is potentially.” This tendency might be phrased as
the desire to become more and more what one is, to become everything that one is capable of becoming. Selfactualization therefore is a process of continuous change as experienced by the people to increase their capacity
themselves to achieve what is desired. The need for self-actualization will occur when Deficiency needs
(physiological, safety, belonging, and self-esteem) have been satisfied at the level of individual’s satisfaction. On
the other hand, self-actualization or the Being need focuses on achieving a personel identity and complete
acceptance of self (Green and Burke 2007).
As Maslow claimed that music is an arena that provides the experience of heightened self-actualization, music
is perceived as one of the easiest ways to achieve self-actualization of those experienced by an individual through
musical activities (Lowis, 2002). The musical activity which would be discussed further in this paper is the music
appreciation. Numerous studies concluded that music appreciation enables music listeners to improve behavior of
becoming excellent individuals (Pulli et.al., 2008; Yaroslav, 2008; Heaton, 2009). Music appreciation allows
individuals to link music and emotion. Music appreciation occurs when there is a pleasant experience and a great
satisfaction to individuals who are involved in musical activities (Hallam, 2009). Thus, the aesthetic musical
experience gives every individual a positive experience without the need for explicit training. How does music
appreciation relate to human needs then?
Music appreciation indicates the existence of an innate ability in human that can be modified by
environmental effects during the later stages of human life (Pulli et.al., 2008). Development which is related to
maturity, social interaction skills and the capability to better understand the self, is known as self-actualization
(Maslow, 1954). However gifted students considerably experience difficulty during their childhood in finding
compatible friendships and in developing a clear sense about themselves. Subsequently, self-concept and selfesteem needs of gifted students may be related to whether or not they eventually self-actualize (Ruf, 2009).
In regard of this, the present paper focuses on discussing how music appreciation could play a role on the selfactualization of gifted students. It reviews Maslow’s theory of self-actualization. We will discuss on selfactualization as a construct of positive development in gifted youths by associating with music appreciation. We
explored on how musical listening practices can be translated into fulfilling the needs of gifted students to selfactualize. It is believed that self-actualization is a life-long process and a holistic development among
adolescents, but also prepares adolescents to be the future masters of the society and to contribute for global
development.
2. The theory of self-actualization
Maslow’s needs theory and his hierarchical typology of human needs have been the central importance in
research of human’s psychology, sociology and physiology facets. Self-actualization which is located at the
pinnacle of the human needs hierarchy is defined as the level of human life and in the end should be at peace.
"What a man can be, he must be"(Maslow, 1954, pg. 92). This statement suggests that a person has a desire for
fulfillment of needs and of becoming more and more as one should be. This need is not evident until all
Deficiency needs domain has been met sufficiently. The Deficiency needs domain which is considered as the
development construct of a human is the primary domain that elevates towards the Being domain; the selfactualizing condition (Hartman and Zimberoff, 2008). These conditions include meaningfulness, justice, selfsufficiency, simplicity, aliveness, beauty, truth and goodness (Goble, 1970).
Self-actualized individuals are not exceptional persons; rather self-actualizers realize their potential as human
beings. Self-actualized people experience happiness, strength, morality, and effortless thoughts every moment
(Sassoon, 1988). Many are impressed by their achievements and well loved by their family members. Self-
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actualizers believe in living in the present; which means one must be self–sufficient, free from rigid inner values,
as well as the unwarranted need to conform to social directions in order to gain approval (Sassoon, 1988;
Johnson, 1990)
There are four qualities that reflect self-actualized people. The first quality is the concept of the humanistic
values comprising of self-fulfillment, humanistic shaping and despotism opposition. The second quality of a selfactualizer is being referred to their solid achievement. Sassoon (1988) described solid achievements as the belief
of a person that his or her work is important and worthwhile especially to the society. However, a person needs to
work at his or her highest capacity to achieve such achievement whether it is a vocational goal or even building a
family (Sassoon, 1988).
The third quality of a self-actualizer is determined by the extent to which his or her achievement is useful for
the society; making this world a better living place for people who are around (Green and Burke, 2007). Fourthly,
the concept of entelechy balance which describes a dichotomy principle consisting of actualization and human
potential. Individuals who self-actualize have both components in balance within themselves. Such individuals
practice actualization (work is taking place) to achieve their potential at an optimum level-fully functional
potential (Roberto and Davies, 1997)
One of the factors that have been identified in people with self-actualization is the concept of peak experience
(Bakker, 2005; Bernard, 2009). Peak experience refers to the moment when a person feels something great,
experience intense moments of happiness or is in the bliss state (Francis and Kristonis, 2006; Hall, 2007). A
person who is in the peak experience is conscious of themselves and resistant towards opposition. Peak
experiences often occur in all people and are not limited to individuals who are self-actualized alone. Moments of
peak experience can happen at any stage of human life. The condition is induced by a number of activities such
as dancing, listening to music, and achievements in the field of athletics (Goble, 1970).
Maslow studied how peak experience is seen from the perspective of self-actualization. Maslow (1968) found
that there is considerable overlapping between the description of peak experiences and the characteristics of
healthy individuals in psychological terms, is seen as more open and active. Maslow had recorded that such
episodes occur more frequently among self-actualized individuals. Based on these findings, Maslow (1968)
proposed that a connection lies between the frequent occurrence of heightened happiness and the achievement of
self-actualization. Maslow believed that few people reached complete self-actualization and many took until the
level of adulthood to reach this stage. It is in line with our review. The educational experience of adolescence is
the period of change, growth, and development of a person. The ability to achieve the potential that has not been
realized and expanded in a holistic manner is an important aspect of student affairs (Bencze, 2000; Thurber et.al.,
2007).
3. Self-actualization and gifted students
Several studies on self-actualization of the gifted students have been explored (Drews, 1965; Lewis, 1996;
Stutler, 2011). These studies concluded that the self-actualization needs of the gifted students have been fairly
ignored. Gifted students, instead demonstrate their needs towards stimulation for their emotional and intellectual
potentials as well as for heightened imagination. Although recent studies were shifting its focus on positive youth
development among gifted and talented students (Bailey, 2010; Fredricks et.al., 2011), there is still a gap existing
in the literature and related studies on how the unique characteristics of gifted students influence their selfdevelopment, academic achievement and satisfaction in life. Rooper (1993) clearly stated that gifted students are
confined by traditional education which is based on the principles that emphasize on hierarchical and model of
success. Educational models which are orientated on mere success obstruct the development of self-actualization
of growing students. As a result, gifted students are exposed to certain conflicts and oppression as rivalry to
succeed often occurs. This group of students has been targeted to achieve specific goals without taking into
account of their personal development needs (Van Tassel-Baska, 2005).
Gifted students particularly during their adolescence stage will develop independence, struggling with issues
related to autonomy and self-identity apart from identifying their societal role (Tomchin and Callahan, 1996).
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Research on secondary and college education has relevant information about self-actualization of gifted students
since it is the transitional stage of gifted adolescence (Berzonsky, 2000). McClain and Andrews (1972) studied
on senior college students who were considered superior in their academic achievements. These superior students
were seen as highly self-actualized as the findings suggested high level of independence and solitary in extremely
superior students. McClain and Andrews (1972) further concluded that their intellectual competency and
aesthetic experiences sourced their emotional gratification.
Another study by Pufal-Struzik (1999) revolved around self-actualization as one of the constructs of
personality among highly intellectual students and medium able students. Subjects of the study were asked about
the development of self, ambition, self-worth, self-acceptance and self-restraint in the development process.
Gifted students were reported to have a significantly higher level of self-actualization, whereas gifted and selfactualizing students had a significantly higher need for intellectual stimulation and a higher level of selfacceptance. Subjects of this study indicated that self-reliance and efficiency play an important role in the process
of self-actualization.
On the contrary, a recent research by Ruf (2009) focused on four factors: the family, school, social
background and self-concept that can be associated with the development of gifted individual’s self-actualization.
This study also focused on the socio-emotional issues experienced by gifted students. Ruf (2009) in her findings
revealed that gifted students found difficulties to adapt themselves with others as well as lacking awareness about
one’s own self. These findings supported two principal theories of development by Erikson (development crisis
theory) and Dabrowski (emotional development theory). These theories detailed on the identity crisis of
adolescents that prevents the process of achieving self-actualization. In addition, Dabrowski’s theory stated that
adolescents as young as 21 years old experience personality changes but generally do not achieve selfactualization and ideal personality (Ruf, 2009).
Ahonen and Houde (2009) studied the relationship between self-actualization with peak experiences in music
among six postgraduate students based on Maslow's model which was updated in 1968. Findings of the research
suggested that peak experiences occur when human being’s potential is fully activated at his utmost creativity.
Ahonen and Houde (2009) also concluded that self-actualization is achieved when individuals are focused,
having the opportunity to make a choice to become better; when self-awareness and honesty make a person more
authentic.
In addition, positive elements such as calmness, centeredness, openness, energy, purity, timelessness and
playfulness were associated with peak-experiences. This study shows that self-actualization requires exciting and
creative experiences (Baumeister, 1987). Non-intellectual factors (emotional control, motivation, creativity) are
important for the completion of a human being’s capacity. This reflects the development of self-actualization is
intrinsically motivating positive characteristics found in human being (Herskowitz and Geffereth, 1992;
Heylighen, 1992), as Maslow (1961, pg.125) stated that “the goal of identity (self-actualization…) seems to be
simultaneously an end-goal in itself, and also a transitional goal.”
The stages of human development towards self-actualization indicate that people’s needs to develop are
different from one another. In the case of gifted students, self-actualization would be enhanced by intellectual
stimulation (Pufal-Struzik, 1999; Cooper, 2007). Self-actualized gifted students demonstrate characteristics such
as integrity, self-responsibility and authenticity in everything they do (Hall and Hansen, 1997; Watters and
Diezman, 2003). Therefore it is vital to recognize the existential activities practiced by gifted students that will
help them to idealize their differences and experiences. These differences would create an impact on their
development and level of self-actualization.
4. Music appreciation
We would like to explore some of the considerations that might present music appreciation as a potential
activity when self-actualization is concerned according to Maslow’s theory of needs. Music appreciation
activities provide fun and integrate daily basis activities of human beings in their life. Music is also a subjective
element that provides the experience of emotion and excitement to musicians and music listeners (Vuust and
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Kringelbach, 2010). Fundamental music perception by underlying factors consisting auditory, motor and
perception skills as well as psychological mechanisms develop human emotions.
Bruscia (1987) stated that human beings’ involvement in musical activities namely listening to music, musical
performance, creating song and song improvisation triggers musical experience. The ability to experience the
excitement musically is unique to humans. Music is seemed to induce emotions in students who appreciate music
since music has specific characteristics that influence students' emotions and psychology (Scherer, 2004; Juslin
et.al., 2008; Schubert, 2010).
Listening to music is the eminent musical experience in music appreciation (Rappaport, 2005). By listening to
music, a student will achieve pleasure and experience mood changes. Music appreciation provides skills to think
musically and to become a better listener (Bueno, 2009). Moreover, music listening activities provide
opportunities for students to appreciate non-instrumental music. Thus, music listening is a form of music
appreciation experience that encourages observation capabilities, critical listening skills, improving focus span
and social behavior (Denac, 2008).
Trevarthen (1999) asserts that every human being has biological and social guarantee of musicality. Deciding
what music to listen to is a significant part of deciding and announcing to people not just who you “want to be”
but “who you are” (Cook, 1998). This conclusion has drawn an increasing number of researches to explore an
understanding of the psychological foundation of music listening and performance (Bodner and Bensimon, 2008;
Bensimon and Gilboa, 2010).
The kind of music one listens defines a person, his or her social group, and a self-description of adolescents in
particular to someone new (Gracyk, 2004). Memories of the past can be an inspiration of music as a song is tied
to the memory of an event or period of a person’s life. The act of merely listening to the music gives a mental
challenge to the adolescents to overcome a situation, and as a result strengthen their self-confidence as Bowman
(2004, pg.2) described: “Music’s role in constructing, negotiating, and maintaining identity (whether individual
or collective) is deeper and more urgent those other human engagements- or at any rate is markedly different.
Music and identity are, one might say, joined the hip.”
Numerous researches also discussed the developed implications of music listening appreciation among
adolescents. Listening to music has made adolescents to be significantly meaningful individuals as a consequence
to the motivation for listening to music could make adolescents to reach their peak during the second decade of
human life (Larson, 2000; North et.al., 2000; Rentfrow and Gosling, 2003). Implications to music listening
practice have indicated the need to understand the constructs of psychological development aspects of
adolescents such as personality, self-adaptive skills and friendship (Rentfrow and Gosling, 2003; Delsing
et.al.,2008; Miranda and Claes, 2008; Selfhout et.al., 2009). Miranda and Gradreau (2011) in their article
discussed on McFerran’s (2010) view and concluded that music can reveal key aspects of an adolescent’s
individual and social development. These include identity formation, persistence, communication and efficiency.
We may infer that most people have strong musical likes regardless of their level of musical expertise.
Previous literature has exhibited how music listening is fun and satisfying. As Maslow’s (1943) theory of selfactualization delineates two aspects leading to self-actualization: cognitive growth and aesthetic appreciation,
music appreciation is also a lifetime experience in human being’s daily living. On the whole, music appreciation
could be referred to as triggering optimal level of positive influence (pleasant emotions), a lower level of
negative influence (unpleasant emotions) and higher life satisfaction (Deiner, 2000).
5. Maslow’s theory of self-actualization and music appreciation
Maslow (1968) has discussed the role of music and the need for self-actualization. Maslow (1968) added that
music is one of the best and the perfect way to reach peak experience. Maslow’s claim that music satisfies higher
level of human being needs was taken into account in the theory of music appreciation by Reimer (1989). The
theory of needs (Maslow, 1943) was also the underlying theory to various studies on peak experiences triggered
by music. Zarate and Zatorre (2008) for example studied on how song performance by vocalists triggers peak
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experience. Findings of the study revealed that peak experiences triggered by music is described as something
spiritual, something not easily depicted, frequently occurs regardless of time.
Lowis (2002) discovered that intense involvement in the music leads to the occurrence of peak experience
regardless of the type of musical activity namely music listening or playing musical instruments. Music thus
gives joy and motivates students who are musically inclined during their peak experience moments (Bakker,
2005). These findings support the notion of Maslow that peak experience often occurs among self-actualized
people. Maslow recognized that peak experiences often led self-actualizing people to transcend the personal
concerns of the very self that was being self-actualized (Hartman and Zimberoff, 2008).
Music has also been identified as a social practice that satisfies human needs without being associated with
any other theory of human needs. Regelski (2006) suggested that every human’s life differs by the influences of
music as much as music is appreciated differently. This difference is significant in the way of life and the success
of students, as well as the communities elucidating music in their lives. Haack (2000, pg.139) also emphasizes
that the music “is a multifaceted human behavior which can fulfill many vital human needs”.
The issue of human beings’ need was even considered in establishing human rights and ethics (Bates, 2009).
Music then is claimed as the basic needs of mankind, that music is the universal expression of the human spirit: a
basic human need that is rather unwavering (MENC, 2007). It allows us to express our feelings and ideas of the
most profound; to explore and maintain the culture and heritage; to celebrate the emotional gap, imagination, and
creativity resulting from the knowledge, skills, and new understanding. Pintrich (2003) concluded that every
individual has three basic requirements namely achievement, power and communications Therefore, every
individual should be guaranteed the opportunity to share the musical form for their benefit (MENC, 2007).
The activity of listening to music alone will not permit appreciation, it is also having the necessary reason to
hear what is to be heard, that involves something which happens to the listener. Music appreciation allows us to
interact with a certain musical form and its potential for emotional content, so that we can listen to and evaluate
music as a whole and justify our intellectual, emotional and physical responses. Every individual’s strengths are
varied in increasing their tendency to succeed in a particular role, relatively to other dominan needs. Students
who are self-actualized will most likely continue to appreciate the aesthetic beauty of music when their individual
needs are being satisfied by music.
6. Conclusion
A future exploration pertaining to music appreciation and self-actualization of gifted students can generate
new information for the purpose of profiling. For example, what kind of cognitive process is involved when
gifted students are fully absorbed in music listening practices and how it is applied to their life achievements?
The findings about the relationship between music appreciation and the human’s highest need provide insights of
which music listening appreciation may be able to satisfy human needs and also whether music can or should be
treated as a basic human need. As Bates (2009) describes the three main areas of the framework of human needs:
(a) the importance of continuity (satisfaction is an on-going requirement), (b) music is an element of satisfaction
and not a basic necessity and, (c) to satisfy the training needs to be done simultaneously (satisfy various needs at
the same time).
Gifted students like any other adolescents have their basic needs, categorized as physiological (security and
safety), affective (achievement and self-esteem), and cognitive (self-actualization). They need to be motivated
intrinsically and extrinsically (McCoach and Siegle, 2003). Gifted students may seek to reduce uncertainty and
wanting to reach a higher level of achievement as they are potential for unusually high performance in at least
one area. The capacity to think clearly, analytically and being evaluative is a prerequisite need for high
performance in any area (Heller, 2004; Schroth and Helfer, 2009).
Thus, the need to self-actualize becomes even more conspicuous in gifted students (during their adolescents
stage) with positive experience, interpersonal and intrapersonal understanding (Gagne, 2007). Not to speak of,
Freire (1993) has incorporated the importance of determination, measured from aspects of aspirations,
motivation, and objectives as priority to effective learning. These elements of determination which have been
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applied to learning, life, experience, and self-development symbolizes human characteristics of a person.
Aspirations, motivation, and objectives are not a static entity, but as “all are happening” (Freire, 1993, pg.107).
These elements coexist with human existence; thus cannot be understood if separated from human nature (Freire,
1993).
The act of appreciation while listening to music means to hear music in a less complicated way and evaluating
music that is listened in terms of its ability to express something to us. A person who appreciates the type of
music that he or she listens to is able to attribute positive and negative values and can be moved by music in
degrees. Hearing the music in certain way is not something that we do; it is something that happens to us
provided we have the appropriate musical knowledge. A proper musical knowledge enables a listener to ascribe
and discriminate values from the various elements of a music, that leads to reception and engaging fully in music
listening. Learning to appreciate music through listening is very valuable since music listening is a practical
intelligence to anyone who is able to make music accessible into their own life. Its aesthetic qualities are brought
to the listener’s personel experience through aural absorption of music (Levinson, 1990).
Music therefore, is important to create the perfect human condition. Specifically, music enables meaningful
characteristics to be developed in human being. The feeling of aesthetic experience, healing experience,
sensitivity of self-thoughts, knowledge and identity can be established by any music involvement precisely
through music listening. Hodges also pointed out that musical experience should not be associated with other
kind of music per se since “ music provides a unique and invaluable human condition ” (Hodges, 2005, pg.112).
A student’s success is influenced by the tendency to practice autonomy over their own desires, especially when
students are free to control the form of musical involvement that they experience (Demorest and Morriss, 2000;
Bates, 2009).
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