Skip to main content

Research Repository

Advanced Search

A Good Pair of Ears: Conceiving of and developing aural skills in popular music education

Stillie, Bryden; Moir, Zack

Authors



Contributors

Kent D. Cleland
Editor

Paul Fleet
Editor

Abstract

When musicians and music educators consider aural training, many of us have a tendency to imagine students transcribing melodic dictation, identifying chord progressions, intervals, and cadences by ear, and otherwise training to recognize the aural fingerprint of theoretical/stylistic devices taught in other areas of their studies. Even a cursory glance at a number of the textbooks available on the subject of aural training leads one to believe that there is a core set of aural skills that seem to be viewed (by the authors of such books, at least) as ‘essential’ for musicians, and that are consequently included as aspects of curricula. These skills, it would seem, are typically concerned with recognition, identification, and replication of melodic, harmonic, and rhythmic elements, and are often presented within the context of Western art music. This is understandable, given that much music pedagogy that exists today has clear roots in the teaching and learning of such music. Indeed, the very centrality of harmony, melody, and rhythm within this area betrays the inherent influence of this historical context. However, given the increasingly accepted plurality of the term ‘musician’ and the skill set to which this term pertains, we (the authors) find ourselves in a position in which our students studying popular music need to develop aural skills that are situated and attuned to a context that will be relevant and valuable to their musical experience and/or aesthetic framework.

This chapter will begin by presenting a brief discussion on the nature of popular music education and how it differs from other more traditional areas of the field. It will then: (1) examine the challenges of traditional aural-skills training approaches with regard to popular music education; (2) critically consider some of the contexts in which popular music students need to develop aural skills for instrumental, technological, and critical purposes; and (3) present and discuss examples of good pedagogic practice in this area.

Acceptance Date Apr 20, 2020
Publication Date Mar 19, 2021
Deposit Date Apr 23, 2020
Publisher Routledge
Series Title Routledge Music Companions
Book Title The Routledge Companion to Aural Skills Pedagogy: Before, In and Beyond Higher Education
Chapter Number 12
ISBN 9780367226893
DOI https://doi.org/10.4324/9780429276392-18
Keywords Music, Aural Skills, Popular Music Education
Public URL http://researchrepository.napier.ac.uk/Output/2655153
Publisher URL https://www.routledge.com/The-Routledge-Companion-to-Aural-Skills-Pedagogy-Before-In-and-Beyond/Cleland-Fleet/p/book/9780367226893