Cultural Values Cultural Values and Beliefs
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Cultural Values Cultural Values and Beliefs
music is valued must prevail. Kim said, “My dad was my rock in terms of understanding and explaining musical theory and practice.” Coming from a very musical family, as Kim did, is also a common background of gifted chil- dren. Rose described her support sys- tem as the most important influence in developing her talent, despite lack of immediate family support, due in part to the early death of her father. “People in the music world took me under their wing and kept me from damaging my voice.” Her school music teacher mentored and guided her and, later, Anatol Rapoport taught her for free.
Parents and Teachers Parents who emphasize intrinsic val-
ues such as appreciation and aesthetic enrichment provide the ideal circum- stances for talent to develop. A study by Yun Dai and Shrader found children whose parents expressed “extrinsic orien- tation” by emphasizing outside achieve- ments rather than internal ones, pushed their children to practice for the “wrong” reasons and may have caused a loss of effort and concentration. Successful childrens’ parents emphasized
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holistic development, self-discipline, diligence and academic achievement.8
Kim said, “My main concern is the competitive aspect of activities that should be fun…sometimes there is too much pressure to be the best…the hobby that once was fun for the child has now become more of a chore and a goal…. But not always a fun goal.”
The choice of a music teacher who suits the particular child’s learning style, may also contribute toward suc- cess. Music teacher, Jeremy Woolhouse believes he is suited to teach the rebel- lious child who may not fit the mold of traditional learning styles and may be looking for something a bit “out there” in a music teacher. The personal warmth of a child’s music teacher is also vital during the initial stages of music teaching.
There is also a need to showcase achievements through performances.
Cultural Values Cultural Values and Beliefs
Practice High-level practice is usually
required. Suggestions exist that 10,000 hours of practice, in violin, is needed before a professional career can be undertaken.
Personality Some children are more motivated
Cultural Values Cultural Values and Beliefs
to learn and seek appropriate tasks to help this. Their volition, that is, will- ingness, concentration, persistence, distractibility, reaction to obstacles, boredom and reaction to failure can all affect music learning. A child’s own self-management is important, includ- ing his ability to focus efforts on a spe- cific task for hours or days on end, monitoring and controlling learning, sustaining efforts, even when tired and ability to plan.
Children who show potential for musical development may show per- sonal traits such as over-excitability in psychomotor, emotional, intellectual, sensual, imaginational and emotional areas. Expanded awareness, intensified emotions or increased levels of intellec- tual or physical activity may be exhib- ited. A deep love for the sound of a particular instrument and an almost fanatical love of a particular composer, genre or type of music may exist. Such
traits can work against the child if he places unreasonable expectations on himself, causing stress, burn-out and unhealthy self-criticism and physical, social or emotional difficulties.
Physical characteristics can affect a child’s potential: body build and hand span will affect the type of instrument that might be chosen and repertoire he is able to play.
Rose’s summary of her particular talent was, “I was born with this voice and with the musical sensibility to accompany it.” She had what she believed was an innate love of serious music and that hers and others gifted- ness “simply ‘is’…what’s learned is skill, technique, craft and so on. But the gift is what you get with the rest of your genetic soup.”
Role Of Chance Being in the right place at the right
Cultural Values Cultural Values and Beliefs
time should not be underestimated. Louis Armstrong blew a tin horn as he worked for a scrap metal collector to announce his arrival in the neighbor- hood. He then developed his talent by playing informal concerts, beginning his music career. James Morrison, tal- ented Australian multi-instrumentalist, began playing the cornet in his local elementary school band and attributes his beginnings in part to his first music teacher. Being in the right place at the right time should not be downgraded to, “it would have happened anyway.” Perhaps not!
Mystery Factor We know that talent can be nurtured.
We also know genetics can help a child along the path to talent. What then, is the “mystery factor”described by teach- ers and parents and evidenced by skills shown by some young musicians?
In his 2006 autobiography, Blowing My Own Trumpet, Morrison relates the strange story of “virtual learning.” After being mesmerized while watch- ing a fellow band member play the bass during a concert, he dreamed of playing and practiced the fingering in his dream. When he woke, not only did he have calluses on his fingers, but he was able to play the instrument despite having never done so in reality.
He now visualizes or dreams of the practice he needs to do, often finding it more valuable than the real thing.9
Five-year-old budding trumpeting talent, Geoffrey Gallante, was described by his music teacher, Dave Detwiler, in 2006: “When I met Geoffrey I asked him to do a couple of things, I won’t go into detail, I asked him to play a couple of scales, and everything, I just looked at him, I looked around at the horn to see if there was a button on the horn, you know, if this is one of those you push the button and the horn plays. That’s how good he was, I was amazed.”10
I guess the mysterious elements of music talent will never be explained. We can debate how children become talented, but I like to think that the mystery will remain, to give us all a lit- tle wonder and a taste of the unknown when we see a new talent emerge.
g NOTES 1. David Henry Feldman, Nature’s
Gambit (New York: Teachers’ College Press, 1991), 24–26.
Margaret Helfgott, Out of Tune (New York: Warner Books, 1981), 41.
Nicholas Ingman, Gifted Children of Music: The Young Lives of the Great Musicians (London: Ward Lock, 1978), 88.
Gary McPherson and Aaron Williamon, “Giftedness and Talent” in The Child as Musician: A Handbook of Musical Development, ed. McPherson, 242 (Oxford: Oxford University Press, 2006).
Ibid., 243. 6. John Sloboda, Exploring the
Musical Mind: Cognition, Emotion, Ability, Function (Oxford: Oxford University Press, 2005), 297–299.
Ibid., 300. 8. McPherson, Child as Musician,
- 9. James Morrison, Blowing Me
Own Trumpet (Sydney: Murdoch Books, 2006), 271.
9 News, “JC & Friends: Geoffrey Gallante,” 2006, www.wusa9.com/news/news/_article.as px?storyid=47305 (accessed January 21, 2007).
AMT
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Cultural Values Cultural Values and Beliefs
Cultural Values Cultural Values and Beliefs
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