Transitions in the Early Musical Careers of Able Young Musicians

Choosing Instruments and Teachers

Datos Bibliográficos

ID10202667
AutoresJohn A Sloboda (Keele University), J Sloboda (0000-0001-9375-4474, Keele University, autor de correspondencia), Michael J A Howe (University of Exeter)
Año1992
Volumen40
Número4
Páginas283-294
Fecha de publicación1992-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Research in Music Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4294 • E-ISSN: 1945-0095
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.2307/3345836
OpenAlexW2031780495
IdiomaEN
Citas recibidas4
Referencias citadas5

Forty-two students at a specialist school for able musicians and 20 of their parents were interviewed about the circumstances that led to these young people's commencing instrumental study, changing teachers, and taking up new instruments prior to the point where they were recognized as ready for specialist music education. The results showed that parents' sustained support and intervention were vital to developing excellence, and that the student's first teacher's personal characteristics had a marked effect on future levels of development. Students showed a high level of mobility between both instruments and teachers. The principal driving force for these transitions lay with the parent or the child rather than the teacher, who rarely suggested a transition. The implications of these results for understanding the process of high- level development are discussed

Developmental psychology · Excellence · Instrumental music · Intervention (counseling · Mathematics education · Music education · Musical · Musical instrument · Pedagogy · Point (geometry · Principal (computer security · Transition (genetics · Visual arts · Diverse Music Education Insights · Musicians’ Health and Performance · Neuroscience and Music Perception · Psychology