Abstract
For the last ten years or so educational researchers such as Bloom, Sosniak, Sloboda and Shane have been dissecting and documenting the lives of successful musicians, their parents and teachers. In every study, parent and teacher commitments feature prominently, and music can be seen to be an integral part of home life. In their early years the most successful musicians often had strong parental support and practice supervision in some form. They heard recordings and/or live performances regularly and naturally. In addition, Sosniak (1985) identified the type of dedicated instrumental teachers who worked assiduously to provide these musically-able pupils with expertise and a wealth of musical opportunities. For pupils up to the age of 14 listening and appraising music is now, and will continue to be, a significant proportion of the national curriculum for music. Conscientiously and imaginatively delivered, it should provide a broad experience of musical listening.
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