Rethinking Aural Skills Instruction through Cognitive Research: A Response
Main Article Content
Abstract
This essay responds to three papers relating music cognitive research to aural skills pedagogy. [Author #1] 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. [Author #2] 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, [Author #3] 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.
Article Details
Copyright © 2019 by the Society for Music Theory. All rights reserved.
[1] Copyrights for individual items published in Music Theory Online (MTO) are held by their authors. Items appearing in MTO may be saved and stored in electronic or paper form, and may be shared among individuals for purposes of scholarly research or discussion, but may not be republished in any form, electronic or print, without prior, written permission from the author(s), and advance notification of the editors of MTO.
[2] Any redistributed form of items published in MTO must include the following information in a form appropriate to the medium in which the items are to appear:
This item appeared in Music Theory Online in [VOLUME #, ISSUE #] on [DAY/MONTH/YEAR]. It was authored by [FULL NAME, EMAIL ADDRESS], with whose written permission it is reprinted here.
[3] Libraries may archive issues of MTO in electronic or paper form for public access so long as each issue is stored in its entirety, and no access fee is charged. Exceptions to these requirements must be approved in writing by the editors of MTO, who will act in accordance with the decisions of the Society for Music Theory.
This document and all portions thereof are protected by U.S. and international copyright laws. Material contained herein may be copied and/or distributed for research purposes only.