ABSTRACT
This chapter outlines how musical ability has been conceptualised by psychologists and different groups, primarily within Western society. Issues relating to the measurement of musical ability are addressed, including challenges to the concept itself and what skills are needed to actively engage with music as a listener or performer, across different lifecycle phases. Evidence relating to prodigies, musical savants and others with high-level musical skills is explored while also considering evidence for individuals who have difficulties processing music (individuals identified as tone-deaf). The chapter relates issues concerning musical ability to the expertise paradigm and the evidence from music research which supports and/or refutes it. It considers the implications of the research for music education and community music across the life course.
