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Musical expertise appears to grow in distinct and identifiable stages and music teachers have a role in facilitating the cognitive, emotional-artistic and technical development that underpins the growth and expression of musical expertise. However, even within a similar cohort of students with the same teacher and curriculum, some succeed and others do not. Why is this? This paper looks at variables that may be involved in the process of successfully learning to play a musical instrument and examines critical aspects such as modeling, motivation, purposeful practice and parental support as ways to improve the effectiveness of teaching.

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Journal Article

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