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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.
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.
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