Musical expertise develops through extensive formal training, practice, and experience over many years. The development of musical ability is influenced both by innate talent as well as deliberate practice and environmental factors like exposure to music from a young age. Different levels of musical expertise can be distinguished based on factors like the amount of formal training, the total number of practice hours, and the types of musical behaviors and situations an individual has experience in. While some innate musical abilities may exist, true expertise requires thousands of hours of practice and experience over many years of development.

1. Musical Expertise & Ability Cog 366 Presentation by Lisa Hollenbeck

2. What is Expertise? Expertise = “what one is who has acquired special skill in or knowledge of a particular subjects through professional training and practical experience" (Webster's dictionary, 1976, p. 800). Example highly experienced professionals such as medical doctors, accountants, teachers and scientists, but has been expanded to include those who exhibit superior performance through instruction and extended practice: highly skilled performers in the arts, such as music, painting and writing, sports, such as swimming, running and golf and games, such as bridge and chess.(Ericsson, 2000) Expert Performance and Deliberate Practice An updated excerpt from Ericsson (2000) http://www.psy.fsu.edu/faculty/ericsson/ericsson.exp.perf.html

3. What is important about Studying Expertise? A principle reason is to be able to effect incremental learning. Learn how to produce more Music Experts How to develop technical expertise skills Structure in music – hear it, see it, do it How to develop expressive expertise skills Emotion in music

4. How does expertise develop? Becoming Expert in socially defined ways is the process of connecting intrinsic expertise to the outside world so that it becomes manifest in particular types of behaviors in particular types of situations .(Sloboda, 2005) Type of Behavior = hours of practice Situations = # of cumulative experiences Cumulative experiences of Technical skills, Expression & Emotion

5. Formula for Expertise Social Expertise = Intrinsic Expertise(hrs. practice + exper.)

6. Variables of Expertise individuals gain high-level implicit knowledge about major structural features of the music of their culture during first 10 years of life and preserve this through out life time. Tacit Expertise – depends on exposure to skills, modeling, reconstruction, and internalizing of knowledge in the specific domain Knowledge of complex structures to be built up simply as a result of frequent exposure to the domain of music.

7. Acquiring musical ability through enculturation Can remember music which conforms to cultural language better than music which does not. Can recreate plausible solutions to recall music they have just heard Ability to judge whether or not a sequence is acceptable according to cultural rules. Ability to correctly identify the mood or emotion of a musical passage. Ex. Happy, Sad, Angry Question: Why do people develop at different rates and to different levels of expertise?

8. What is Musical Ability? What is musical ability? An acquired cognitive expertise, which entails the ability to make sense of musical sequences, through the mental operations that are performed on sounds. Being able to distinguish or produce a range of emotions through music by listening and/or performing.

9. Inborn Ability/ Innate Talent What is it? Sloboda considers talent to have five properties: (1) It originates in genetically transmitted structures and hence is at least partly innate. (2) Its full effects may not be evident at an early stage, but there will be some advance indications, allowing trained people to identify the presence of talent before exceptional levels of mature performance have been demonstrated. (3) These early indications of talent provide a basis for predicting who is likely to excel. (4) Only a minority are talented, for if all children were, then there would be no way to predict or explain differential success. (5) talents are relatively domain-specific.

10. Levels of Musical Expertise(ME)? Lehmann, A. (1997). Acquisition of Expertise in Music: efficiency of deliberate practice as a moderating variable in accounting for sub-expert performance. Perception and cognition of Music . 161-187. Level of performance Formal Training Experience Formal Training and/or Experience Background Level of Musical Expertise No set hrs. Learned in surrounding culture 2,000 hrs Most accomplished 10,000 hrs. Least accomplished 5,000 hrs Informal training and practice in music (developmental changes and acculturation) Varying degrees of formal training and practice in music in addition to developmental changes and acculturation Extensive formal training and practice in music(at least 10 years and many thousand hours of practice 1. Basic level of Experience (non-musicians) Average adult performance in the population 2. Sub-expert Level (amateurs) 3. Expert level (Professional Musicians)

11. Formal Training & Experience

12. Examples of Musical Expertise without Formal Instruction Casual Immersion: Rich Musical Environment, listening & observation Immersion in Music: systematic exploration of performance with Intensive practice/performance Internal or External Motivation Opportunity & Challenges available or sought Intrinsic Motivation for musical activity w/strong obsessive component Practice: instrument, time & opportunity Absence of negative reinforcement Motivation, Persistent practice/experience Dedication(Wilcox, 1977) Genetic/Innate Ability Common factors to acquiring Musical Expertise Part of mass Folk-culture Self-taught Generally low IQ usually male often autistic Innate Talent or Genius? General Characteristic Of Individuals Jazz Musicians Bix Beiderbeck Louis Armstrong Roy Eldridge Derek Paravinici Savants J.S. Bach. & sons L.V. Beethoven Musical Prodigies Individual Examples Background

13. Musical Prodigies

14. Musical Savants and Emotion Derek - Autistic and Blind Musical Savant The Musical Genius Part 3

15. Expression & Emotion in the ranges of Musical Expertise Major function of music is to suggest or display a range of emotional responses Common musical structures have particular perceptible properties that support the pattern of expectation underlying emotions Expression in musical performance has the effect of making these structural features more prominent and thus heightening the emotional response.

16. References: Webster's dictionary, 1976, p. 800). Ericsson (2000). Expert Performance and Deliberate Practice: An updated excerpt. Retrieved online on February 22, 2008 at http://www. psy . fsu . edu /faculty/ ericsson / ericsson .exp. perf .html Below is the unedited penultimate draft of: Howe, M.J.A., Davidson, J.W., & Sloboda, J.A. (19XX). Innate talents: Reality or myth? Behavioral and Brain Sciences , XX (X): XXX-XXX. The final published draft of the target article, commentaries andAuthor's Response currently available only in paper. Retrieved online on March 1, 2008 at http://www.bbsonline.org/Preprints/OldArchive/bbs.howe.html Lehmann, A. (1997). Acquisition of Expertise in Music: efficiency of deliberate practice as a moderating variable in accounting for sub-expert performance. Perception and cognition of Music . 161-187. http://www.youtube.com/watch?v=n2p2g84h9U4 http://www.youtube.com/watch?v=bGOH1xzNCOU&feature=related Sloboda, J. (2005) Exploring the Musical Mind: Cognition, Emotion, Ability, Function. New York: Oxford University Press.