Rethinking Aural Skills Instruction through Cognitive Research

A Response

Bibliographic Data

ID15006308
AuthorsElizabeth West Marvin (0000-0001-8910-8007, Eastman School of Music, corresponding author)
Year2021
Volume27
Issue2
Publication date2021-06-01
Open AccessYes
TypeARTICLE
VenueMusic Theory Online (JOURNAL)
Journal identifiersISSN: 1067-3040 • E-ISSN: 1067-3040
PublisherSociety for Music Theory (PUBLISHER • US)
DOI10.30535/mto.27.2.4
OpenAlexW3212167552
LanguageEN
References cited33

This essay responds to three papers appearing in this issue that relate music-cognitive research to aural skills pedagogy. Gary S. Karpinski focuses on tonic inference as support for do -based minor solfège pedagogy. My discussion supports this position, with evidence from key-profile experiments and corpus analyses. Timothy Chenette proposes a perceptually based learning sequence for aural skills instruction. He sketches a model curriculum, to which I propose a staffing solution and offer a research-based challenge: the high-voice superiority principle. Finally, Sarah Gates considers what the cognitive sciences can tell us about auditory imagery. I offer classroom strategies that take advantage of motor-area activation in the brain

Cognition · Cognitive psychology · Cognitive science · Curriculum · Embodied cognition · Mathematics education · Pedagogy · Computer Science · Diverse Music Education Insights · Music and Audio Processing · Neuroscience and Music Perception · Psychology · Artificial Intelligence

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