Aural Education: Reconceptualising Ear Training in Higher Music Learning

Contents

• 1 – Introduction: how it all started
• 2 – Tracing the history of ‘aural skills’: solfège and dictation as facilitators of musical learning
• 3 – Current views on ‘aural skills’ teaching: a lively, ongoing discourse
• 4 – Aural perception: the human brain, a fascinating sound-processing machine
• 5 – Musical memory: much more than playing by heart
• 6 – Musical mental imagery: the brain’s inner musical life
• 7 – Music notation and literacy: bridge or barrier?
• 8 – Implicit and explicit forms of musical knowing: you can only know what you already know
• 9 – Music theory: music’s changing shadow
• 10 – Embodied musical knowledge: it’s music to my ears – but not only
• 10 – Musicality: synonymous with giftedness – or is it?
• 12 – An interview study: exploring non-Western classical views of ‘aural training’ parameters
• 13 – Moving from ‘aural training’ to ‘aural education’: a pedagogy according to the intricate character of the human musical experience
• 14 – Enriching aural education with non-Western classical perspectives: more immersion in musical sound, more creativity
• 15 – Reflections and conclusions: thoughts on the way(s) forward