"As a teacher, I try to inspire a lifetime of learning and discovery."

When does a gift become a talent? And what has to happen for it to evolve into an artistic development? A reflection by Prof. Tabea Zimmermann.

There is probably no better task than to accompany highly talented young musicians on their way. The question of what has to happen for a talent to become a true artistic personality is not easy to answer; the factors that can play a role are too varied. In addition to a strong love of music, sensitive ears, a desire to discover and learn, a quick perception, a good mixture of adaptability and stubbornness, joy in making music together, flexibility in the fingers, joy in practicing and the ability to recognize opportunities that present themselves, what is needed above all is recognition and encouragement from empathetic and inspiring teachers as well as from the family and school environment. Impeding factors such as excessive expectations, misguided striving for perfection, envy and lack of understanding from others, impatience, excessive demands and exaggerated self-centeredness must be balanced out.

As a teacher, I try to balance the stronger talents and the less strong qualities first and to stimulate lifelong learning and discovery. I place great trust in the young people to be able to integrate already existing and newly learned skills into their individual personalities and to grow from them. They are encouraged to try things out, to make mistakes and learn from them, to recognize and develop their own potential. I see performance opportunities on a limited scale as a great chance to test the courage of one's own interpretation and communication skills. In doing so, I find it important to gather only good experiences if possible and not to take the less good ones too seriously.

Because of my own experiences as a highly gifted young person - who often did not 'belong', who had to find and pave her own way due to a lack of role models in her social environment - I can offer advice beyond the instrumental lessons and give encouragement when crises arise. I remember my own teachers as good role models. They gave me a wealth of skills that I could expand, question and develop without ever having to 'erase' anything. I bring this approach to my work at the HfMDK and am happy to be part of this university community.

Since this fall, I have been mentoring two young violists as part of the Young Academy, and I would also like to strengthen the chamber music between the young people from the middle voice. To paraphrase Robert Schumann, "Sing diligently in the choir, namely middle voices. This makes you musical."