The article is devoted to the possibilities of implementing an individual approach to the artistic development of children. The authors distinguish between the concepts of “individuality” and “individual typological differences”. Individuality is the unique integrity of each child. Individual typological differences mark the child as one of the representatives of a certain human type. In the first case, the main task of the teacher is to support the creative initiative coming from the child himself. In the second, the teacher takes into account the typical characteristics of children that can help or hinder the success of their artistic development.

In this article, the authors point to a change in pedagogical reality in the field of teaching subjects from the field of “Art”. Teachers and politicians put forward innovative theses about the purpose of children’s musical institutions, however, the main psychological and pedagogical aspects, in particular, musical education, are often ignored. The authors emphasize the need to understand the goals of the above schools as institutions of additional education, that is, the creative development of children with different levels of abilities and musical inclinations. The authors support their vision with concrete examples from their own pedagogical practice. As part of the work with the main contingent of pupils, it is proposed to use innovative methods for mastering musical notation and other musical skills. According to the authors, the education of gifted musicians requires: acceleration of the educational process; strictly systematic approach; enhanced monitoring of the results and effectiveness of the development of the program.