Rethinking Aural Skills Instruction through Cognitive Research: A Response

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Elizabeth Marvin


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.

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