Reconsidering Musical Ability Development Through the Lens of Diversity and Bias

Abstract

Abstract This chapter addresses care by reconsidering overly simplified and potentially harmful conceptions of music ability development. It challenges common assumptions about “giftedness” and “talent,” and details the various social, environmental, and interpersonal factors that play a role in the development of musical abilities. It offers recommendations for supporting students with a diverse range of abilities, backgrounds, and interests. Self-determination theory is used to explain ways for supporting music students’ basic psychological needs. Finally, the chapter explores how music teachers’ implicit biases might affect the ways in which teachers interact with different students, in some cases unintentionally reinforcing inequities. We offer suggestions for how to exercise care by confronting and addressing implicit biases in music-learning settings.