This study explores the evolving definitions of creativity within the context of musical giftedness and development, using a collaborative autoethnographic approach to analyze the life experiences of two musicians. Drawing from Sternberg's WICS model, we propose a MwSIC Model of Creativity that places an individual's life story at the center, surrounded by the interrelated elements of "Intelligence", "Creativity", and "Wisdom" for talent development. Our findings challenge traditional educational practices in music learning, which often emphasize product-oriented outcomes and rigid definitions of success. Instead, we advocate for a process-oriented approach that values the ongoing journey of creative development. We suggest a shift toward valuing ambiguity and the creative process which can cultivate more adaptable, innovative, and reflective musicians. This research contributes to the broader discourse on creativity as a development over time, offering insights that can enhance the development of musically gifted individuals.