What Are the Truly Aural Skills

Bibliographic Data

ID4390954
AuthorsTimothy Chenette (Utah State University, 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.27.2.2
OpenAlexW3213886012
LanguageEN
Citations received3
References cited23

I argue that current models of aural skills instruction are too strongly linked to music theory curricula. I examine harmonic dictation as a case study, demonstrating that the system of roman-numeral/inversion-symbol labels can interfere with our ability to determine what exactly students are hearing and can distract students from more directly perceptual goals. A pilot study suggests that focusing on bass lines and schemata may make our harmonic dictation training more relevant to perception. I propose that a skill is "truly aural" to the extent that it engages working memory with minimal knowledge-based mediation. Finally, I consider the current state of aural skills instruction and suggest a number of curricular revisions. The more radical proposals call for redesigning aural skills classes to focus on perceptual skills and relocating knowledge-mediated listening to the music theory classroom. Other proposals take a more measured approach to integrating perceptual skills with otherwise traditional curricula

Active listening · Cognitive psychology · Curriculum · Dictation · Mathematics education · Numeral system · Pedagogy · Perception · Speech recognition · Cognitive and developmental aspects of mathematical skills · Communication · Computer Science · Education Methods and Practices · Neuroscience and Music Perception · Psychology · Artificial Intelligence

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