Aural Education Reconceptualising Ear Training in Higher Music Learning |
|
| Author:
| Andrianopoulou, Monika |
| Series edited by:
| Cross, Ian
Ockelford, Adam
Welch, Graham |
| Series title: | SEMPRE Studies in the Psychology of Music Ser. |
| ISBN: | 978-0-429-28976-7 |
| Publication Date: | Oct 2019 |
| Publisher: | Taylor & Francis Group
|
| Imprint: | Routledge |
| Book Format: | Digital (delivered electronically) |
| List Price: | USD $54.95USD $190.00USD $190.00 |
Book Description:
|
Aural Education: Reconceptualising Ear Training in Higher Music Learning explores the practice of musical 'aural training' from historical, pedagogical, psychological, musicological, and cultural perspectives, and uses these to draw implications for its pedagogy, particularly within the context of higher music education.
The multi-perspective approach adopted by the author affords a broader and deeper understanding of this branch of music education, and of how humans relate...
More Description
Aural Education: Reconceptualising Ear Training in Higher Music Learning explores the practice of musical 'aural training' from historical, pedagogical, psychological, musicological, and cultural perspectives, and uses these to draw implications for its pedagogy, particularly within the context of higher music education.
The multi-perspective approach adopted by the author affords a broader and deeper understanding of this branch of music education, and of how humans relate to music more generally. The book extracts and examines one by one different parameters that appear central to 'aural training', proceeding in a gradual and well-organised way, while at the same time constantly highlighting the multiple interconnections and organic unity of the many different operations that take place when we interact with music through any music-related activity. The resulting complex profile of the nature of our relationship with music, combined with an exploration of non-Western cultural perspectives, offer fresh insights on issues relating to musical 'aural training'. Emerging implications are proposed in the form of broad pedagogical principles, applicable in a variety of different music educational settings.
Andrianopoulou propounds a holistic alternative to 'aural training', which acknowledges the richness of our relationship to music and is rooted in absorbed aural experience. The book is a key contribution to the existing literature on aural education, designed with researchers and educators in mind.