Abstract
The challenge for music education is to nurture and develop each individual’s basic musicality. Assuming normal neurological functioning and development, we are all musical. Our musical development begins pre-birth, with musical behaviours in one form or another being evident across the lifespan. Nevertheless, early enculturation can both foster and hinder musical development and the realization of our musical potential. This means that we come to school having had a diverse range of musical experiences and, as a result, collectively demonstrate a continuum of skilled musical behaviours and attitudes to music. Consequently, the focus for music education should be to provide differentiated musical experiences that match the needs of each individual. This is exemplified in the nature of singing development and its significance in the emergence of our individual musical identity.
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