Furthermore, according to Hewitt (2002), the specialists appeared more able to depart from their original stimuli during the compositional process, than the generalists. Their musical ability on compositions suggests influenced by their previous experience. They have approached more extended musical development and consequence they have more confidence. With their significant musical experience, based on their academic training the specialist group seems to have more creativity in music making and be able to feel confidence in front of the wider classroom. Regarding the same journal article, In addition, while the specialist had experience of ensemble work, almost all generalist lack this musical ability and they find a significant difficulty in teaching music.Additionally, the specialists have a musical background mainly in performance, composing or theory but not a pedagogical training. This lack of pedagogical background, teaching methods and strategies, children’s psychology, reduce the effectiveness among the music teaching and learning. Specialist teachers. Firstly, they have musical skills, which the rest lack. But the most significant advantage is that they already have musical self-esteem and they do not have to worry because of law confidence in music teaching They can make positive statements about their abilities and achievements as musicians.It can be logically argued that music education is a multidimensional discipline and it is essentially for the music teacher to have a variety of both skills, musical and pedagogical. Within this context, it could also expect that the teacher should be fully prepared to respond to the different aims and challenges of a music lesson either these are musical enjoyment, musical performance or composition.