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I’m not Meant to be a Musician

Abstract:

Embarking on the journey to master the trumpet has revealed a pervasive challenge rooted in the misbelief that musical talent is an innate gift. This article explores the complexities surrounding trumpet education, exposing the detrimental impact of the talent myth on learners. The prevailing notion that one either possesses talent or not often leads to a self-defeating mindset, hindering progress and perpetuating an ineffective learning style. As a trumpet enthusiast, I delve into the intricacies of these misconceptions, shedding light on the need for a fundamental shift in how we approach music education.

Drawing from my master’s project and an in-depth analysis of learning processes in both conservatories and regular schools, this research seeks to unravel the prevailing attitudes that shape trumpet education. Insights from parents illuminate the tolerance for psychologically charged expressions within conservatories compared to conventional school settings. The methods employed in this exploration advocate for individualized approaches, recognizing the unique challenges posed by the trumpet’s physical demands, emotional states, and the body’s natural reactions to playing the instrument.

An examination of attitudes in conservatories versus traditional schools reveals a stark contrast that underscores the urgent need for reevaluating trumpet education. The results highlight the perpetuation of the talent myth and the unwitting contribution of parents to the belief that music requires special sacrifices and adherence to rigid learning structures. The exploration of motor skills, emotional states, and bodily reactions to trumpet playing exposes the flaws in conventional teaching methods. This article emphasizes the necessity of discarding the notion of innate talent, recognizing the trumpet as an instrument designed for humans without predetermined genetic predispositions.

In conclusion, my reflections on the trumpet’s intricacies and the prevailing myths surrounding talent underscore the imperative for transformative changes in music education. I advocate for a departure from conventional, imitative approaches that hinder genuine proficiency and stress the importance of recognizing individual differences in the learning process. The plea for trumpet players to adopt a responsible, self-led learning model echoes Einstein’s wisdom, encouraging a proactive pursuit of excellence through alternative methods. By embracing change and rejecting ineffective strategies, learners can overcome challenges and redefine their musical journeys on their terms.

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ISSN: 2792-8349

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International Journal of Music