Research on expert performance and deliberate practice: Implications for the education of amateur musicians and music students.

Abstract

Following an overview of the current knowledge about the structure and acquisition of expert performance in the arts, sciences and sports, we discuss practical implications for music training, focussing on the development of levels of instrumental skill typically attained by high school students and amateurs. Recent studies found that even the highest levels of music achievement are primarily the result of skill acquisition and physiological adaptation in response to extended deliberate practice. Increases in performance over historical time also document the importance of training and practice. Although learning conditions encountered by music students and amateurs often may be less favorable than learning environments in which experts develop, the quality of training can be increased at all levels of performance by incorporating features commonly found in the training of experts (individualized practice assignments, improved monitoring of feedback).