The Development of Expertise in Young Musicians: Strategy Use, Knowledge Acquisition and Individual Diversity

Abstract

This research considered the relationships between strategy use and the development of expertise in instrumental music taking into account individual differences. Fifty-five string players, with standards ranging from beginner to music college entrants, aged 6-18 were recorded for a period of 10 minutes practising a short piece of appropriate standard, which they then performed. They were also interviewed regarding their approaches to practice. The taped performance was assessed by two independent judges, marks being awarded for different aspects of performance. The findings indicated that effective strategy use in practice depended on the acquisition of appropriate aural schemata to facilitate the monitoring of progress and correction of mistakes. Strategy development was closely related to the developing level of expertise. Case studies examining the prepared performance of students at different graded examination levels, but obtaining different marks in these examinations, revealed a wide range of possible contributory factors. Multi-dimensional rather than single dimensional explanations of levels of attainment and quality of performance would seem to be required.