Pupils who are talented in music are likely to:

• be captivated by sound and engage fully with music
• select an instrument with care and then be unwilling to relinquish the instrument
• find it difficult not to respond physically to music
• memorise music quickly without any apparent effort, be able to repeat more complex rhythmical and melodic phrases given by the teacher and repeat melodies (sometimes after one hearing)
• sing and play music with a natural awareness of the musical phrase -- the music makes sense
• demonstrate the ability to communicate through music, for example to sing with musical expression and with confidence
• show strong preferences, single-mindedness and a sustained inner drive to make music.

Pupils more often show their musical talent through the quality of their response than the complexity of their response. Musical quality is very difficult to define in words, as music is a different form of communication to language. The closest we can get is to say that it 'sounds right': skills and techniques are used to communicate an intended mood or effect.

Therefore musical talent is at least as much about demonstrating a higher quality response within levels as about attainment at higher levels. Musical talent can be seen at every level of attainment.

Pupils who have a talent for music show a particular affinity with sound. This type of talent is sometimes hard to identify, especially when it is not combined with more general giftedness. It is however often most significant, since it may be a pupil's only route to real success, increasing their self-esteem and motivation for other areas of learning.

Some research points to the fact that there may be different types of intelligence, and that each of us may be more intelligent in some areas than others. This is often the case in music -- talented musicians may not demonstrate talent or giftedness in other areas.

Some teachers believe that music is only accessible for pupils with talent: that pupils are either musical, or not musical. This is not the case. All pupils can develop musical skills, knowledge and understanding. Some may need more or less help, but this is no different from any other subject. Teachers need to recognise the different needs of all pupils, including not only those who are talented but those who are more generally gifted across several subjects. The musically talented will need appropriate extension and development, while the more generally gifted pupils will need challenging musical contexts that enable them to apply their more general abilities.

Music provides a context in which generically gifted pupils (that is, those who are more generally gifted across several subjects) can be identified and developed. In music, pupils have to deal with a complex range of different and simultaneous factors and bring them together when making and responding to music, using skills which are often associated with giftedness. Teachers have often commented on the way that quickness in remembering rhythmic patterns suggests the ability to think quickly and assimilate information. Similarly, a difficulty with remembering patterns can indicate learning difficulties across all subjects -- teachers have found that music can help them to identify children who may need help.

Because music is abstract, it provides a way of identifying and developing skills that are not language dependent. This means that it can play a particularly important part in helping to recognise giftedness in pupils whose language skills have not yet developed, especially those for whom English is not their first language.

Recognising talent in music

Musical talent may not be a constant potential that can be realised at any age. If the talent is to be fulfilled, it may have to be recognised at an early stage. This is especially true for some instrumental skills that require early development.

In secondary schools, there may be talented pupils who have not been recognised. These pupils need to be identified as early as possible, to ensure that their abilities are developed. In many cases, this will include providing opportunities for instrumental tuition for those who show musical talent.

Pupils who have already been having specialist lessons may present further challenges and will need to be encouraged to bring their instrumental skills into the classroom. Often the hardest challenge is to help these pupils balance their high levels of skill in performing on an instrument with the development of broader musical skills, knowledge and understanding, for example through creative activities.

Identifying gifted and talented pupils in the general guidance

Top of page