Training the Talented

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Abstract
The aim of the current study was to investigate events that have influenced the careers and lives of a group of talented musicians. This research followed up a study carried out by Davidson, Sloboda, Howe and Moore (1991-1993; published in Davidson et al. , British Journal of Developmental Psychology , 14, pp. 399-412, 1996; Davidson et al ., in Hargreaves and North, The Social Psychology of Music , Oxford University Press, 1997; Davidson et al ., Journal of Research in Music Education , 46, pp. 141-160, 1998; Howe et al ., Psychology of Music , 23, pp. 162-176, 1995; Sloboda et al ., British Journal of Psychology , 87, pp. 287-309, 1996), in order to discover what has happened to some of participants 8 years after being involved in the original study, examining in particular the transitional phase from training to professional life. Semi-structured telephone interviews were conducted with 18 of the 'specialist' musicians, and these were analysed using Interpretative Phenomenological Analysis (IPA). The analysis revealed several themes that seem to be of key importance in determining the successful transition from training to professional life, and a tripartite model of success has been proposed. The central importance of music to self-concept seems to be the primary factor responsible for successful transition to the pursuit of a professional career. Positive experiences (with others and within the music education institutions), and the development of coping strategies seem to influence, and work with, self-concept, and so contribute to the success of transition. The findings contradict the belief that only practice makes perfect, or, that the influence of others is the most significant factor in development. This study has important implications for the education of talented musicians.