Taking Aural Skills Beyond Sight Singing and Dictation

Timothy K. Chenette


In this article, I address the issue of stratification between high- and low-performing students in aural skills classes, proposing that this situation may be in part a result of the rigidity of standard curricula. If we go beyond our focus on sight singing and dictation, our low-performing students may be able to demonstrate other strengths, and all students will learn to apply their skills to a greater variety of situations. I propose two methods of diversification: focusing on the diverse skills that underly these dominant tasks, and embracing a wider view of tasks and skills relevant to the aural experience of music. Finally, I suggest methods of assessing and integrating these more diverse skills into our curricula.


aural skills; sight singing; dictation; assessment; curriculum

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DOI: http://dx.doi.org/10.18061/es.v7i0.7364


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