From music student to professional: the process of transition

Background

Transition opens up a space in the imagination where the individual has the capacity
to anticipate future possibilities in relation to present action and to begin to develop
effective coping strategies for dealing with the real or imagined challenges lying
ahead (Giddens, 1991, Lucey et al., 2000). A body of research concerned with
transitions throughout formal education suggests that transition experiences may be
cumulative and furthermore that key ingredients for successful negotiation of critical
transitions are an enthusiasm for learning, confidence in oneself as a learner and a
sense of achievement and purpose (Galton et al., 2000).

Various researchers, including Bloom (1985), Sosniak (2006, 1985) and
Manturzewska (1990), have proposed the idea that musicians negotiate several
transition points, passing through distinct phases of development typically
characterized by spontaneous musical expression and exploration followed by periods
of guided instruction, goal oriented commitment, identification and the development
of artistic personality (Hallam, 2006). It has been acknowledged that the acquisition
of musical expertise throughout these phases requires considerable long-term
investment of time and several studies have contributed to our knowledge of how best
to support young musicians in sustaining their musical interest and motivation
(Sosniak, 2006). In particular, the crucial role of parental support has been well-
documented (Creech, in press, Csikszentmihalyi et al., 1993), as has the influence of
extended family (Feldman and Goldsmith, 1996), instrumental or vocal teachers
(Creech and Hallam, 2003) , peer groups (Feldhusen, 1986) and role models (Sosniak,
1990).

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