Models of talent development in music – Part 3
Research about models of talent development in music suggests that it occurs in a series of stages. Young children who have a musical talent have certain common experiences in their development and their motivation to persist is derived from a combination of developmental and environmental milestones.
The first stage of talent development is a recognition of exceptional ability at a young age. Stage two is where the home life of the child encourages music and musical enrichment via a wide range of experiences in music.
Stage three at the age of 6 or sever lessons begin. Stage four is the acknowledgement of a high level of musical ability by parents and peers. Stage five involves developing relationships with other like-minded peers.
Stage six is the recognition of musical talents abilities by peers and other music students. Stage seven is finding advanced teachers and schools specialising in music to further develop the musical talent. Stage eight is identify formation as a young musician.
Stage nine is a belief that a life in music is achievable and the development of technical skills and participation in competitions. Higher level teachers are also sought during this stage. Stage ten is the decision to pursue a musical career and education.
The development of musical talent involves a number of factors. Young children can reach these stages with the appropriate support and access to education. There is the potential for derailment with lack of parental support or in ability to access the appropriate level of instruction, teachers, schools, and other opportunities to engage in musical experiences.
During high school years there may be a number of competing factors which may impinge on the stages of musical talent development. Hard choices may have to be made. However, the key is the support of parents in the development of musical talent. This seems to be a consistent factor in the development of high level musicians.