Sloboda J
Department of Psychology, University of Keele, Newcastle-under-Lyme, Staffordshire, UK.
Ciba Found Symp. 1993;178:106-13; discussion 114-8.
Musical ability is the ability to 'make sense' of music, and develops in most people over the first decade of life through normal enculturation. Whether this ability is developed to a high level usually depends on the decision to start learning a musical instrument, which forces high levels of focused cognitive engagement (practice) with musical materials. Performance ability has both technical and expressive aspects. These aspects are not always developed equally well. Factors contributing to the development of a well-balanced musical performer include (a) lengthy periods of engagement with music through practice and exploration, (b) high levels of material and emotional support from parents and other adults, (c) relationships with early teachers characterized by warmth and mutual liking, and (d) early experiences with music that promote, rather than inhibit, intense sensuous/affective experiences. It is argued that much formal education inhibits the development of musical ability through over-emphasis on assessment, creating performance anxiety, coupled with class and sex stereotyping of approved musical activities. Early free exploration of a medium is a necessity for the development of high levels of musicality.
音乐能力是一种理解音乐的能力，在大多数人生命的头十年中，通过正常的文化熏陶得以发展。这种能力是否能发展到很高水平，通常取决于是否决定开始学习一种乐器，这需要对音乐材料进行高度集中的认知投入（练习）。演奏能力包括技术和表现力两个方面。这两个方面的发展并不总是同样出色。促成培养出全面发展的音乐演奏者的因素包括：（a）通过练习和探索长期接触音乐；（b）父母和其他成年人给予高水平的物质和情感支持；（c）与早期教师建立起温暖且相互喜欢的关系；（d）早期的音乐体验能促进而非抑制强烈的感官/情感体验。有人认为，许多正规教育由于过度强调评估、引发表演焦虑，再加上对认可的音乐活动存在班级和性别刻板印象，从而抑制了音乐能力的发展。对一种媒介进行早期自由探索是高水平音乐素养发展的必要条件。
