Musical ‘Expertise’ and the High School Experience

Common Characteristics of Expert Performance within their Domain

– Perceive large meaningful patterns (reading music) –

– Process material fast –

– Superior short- and long-term memory –

– See and represent problems at a deep level –

– Strong self monitoring skills –

– Inflexibility and rigidity outside their domain –

(Glaser & Chi, 1998)

It’s fair to say that becoming an ‘expert’ in any discipline before graduating high school is extremely rare. Those who do achieve such ‘expertise’ at a young age are often aided by highly unique circumstances (e.g. cognitive or physical anomalies). In other words, young children that have both nature/nurture on their side are more likely to achieve a high level of expertise.

The essential question becomes: Why should we concern ourselves with expertise in child/adolescent development when the circumstances are unachievable for most? The benefits of expertise, however, are not limited to those who are gifted. While the characteristics of expertise (seen above) are based on a high level of expertise, the cognitive development/changes from novice to expert are evident.

In other words, although I am not currently a starter for the Chicago Bulls, I should not dismiss the countless hours of practice and games I’ve played since the age of 6. Or perhaps more applicable, although I was not playing with the Lincoln Center Jazz Orchestra at age 18 (or currently), doesn’t prohibit myself from the benefits of expertise.

When I look at the current programs offered at my high school there is deficiency in opportunity for students to pursue musical ‘expertise’. Music classes currently offered are ‘one and done’ classes in which students take their Junior or Senior year in order to fulfill their graduation requirements. Perhaps this is due to the lack of administrative support, funding or scheduling logistics but I suspect a major factor is teacher retention within the music program. Developing a multiyear track for students to pursue music is extremely difficult if teacher retention has been, on average, 2 – 4 years since the schools conception in 2005.

However, there are certainly other major factors that could contribute to a lack of a ‘tracked’ music program. One of those being the current status quo of music education. While there are certainly more guitar and popular music classes being added to high school curriculums, band/orchestra/choir continue to dominate the ‘tracked’ high school programs. Beginning a non-traditional program over the traditional program (perhaps due to the lack of funding or interest in a band/orchestra program) can be challenging without the proper teacher training or program experience. But as I plan ahead I certainly acknowledge this deficiency and look for opportunities for students to reap the many benefits of expertise (even if they don’t become the next Wynton Marsalis or Michael Jordan).