Transitions in the Early Musical Careers of Able Young Musicians

Choosing Instruments and Teachers

Dados Bibliográficos

ID10202667
AutoresJohn A Sloboda (Keele University), J Sloboda (0000-0001-9375-4474, Keele University, autor correspondente), Michael J A Howe (University of Exeter)
Ano1992
Volume40
Fascículo4
Páginas283-294
Data de publicação1992-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Research in Music Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4294 • E-ISSN: 1945-0095
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.2307/3345836
OpenAlexW2031780495
IdiomaEN
Citações recebidas4
Referências 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