Abstract:
The literature documents a vast number of musical talent developmental studies. However, within the field of gifted education, less is known of music as an area of talent development in the Asian context compared to the Western counterparts. Part of a larger study, this study investigates the factors that contribute to the talent development of a musically gifted adolescent in Singapore through the contextually rich perspectives of the adolescent, her parents and teachers. DMGT-based analysis (Gagne, 2000) was used as an analytical tool to understand the dynamics of the adolescent’s musical experiences over a span of ten years. Multiple data sources include preliminary surveys, interview protocols and secondary data in the form of news archives and concert reviews. Five macro themes emerged from the findings of this study: (1) natural abilities, (2) empowerment and motivation for success, (3) support from significant others, (4) early musical experiences, and (5) cultural values and expectations. Results broadly support findings in the literature regarding the complex interplay of factors affecting talent development. However, there is evidence in this study indicating that the cultural perspectives of an individual’s cultural background and context can be conducive to talent development and thus provide basic theoretical grounds for further research. Taking into consideration the complex interplay of factors contributing to musical talent development, implications for practice, policy, and research focus on connections between the child, parents and teachers regarding musical talent development and designing identification tools, developmental strategies, and assessments to maximize each child’s strengths and weaknesses.
