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Improving Dictation as an Aural-Skills Instructional Tool
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Improving Dictation as an Aural-Skills Instructional Tool
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Journal Article
Improving Dictation as an Aural-Skills Instructional Tool
2006
Overview
Many high schools in the U.S. offer Advanced Placement (AP) courses in music theory for students wishing to study music at the college level. Others devote part of the music curriculum to theory and aural-skills instruction, but do not offer AP courses. In either case, high school theory and aural-skills courses typically strive to cover all, or part, of the material presented in first-semester college theory and aural-skills courses. Music dictation is a mainstay in most college aural-skills classes, and the College Board advocates including dictation in AP music theory courses. However, dictation's effectiveness as a tool for developing listening skills varies considerably, depending on how dictation exercises are constructed and implemented. This article examines some traditional dictation practices, identifies perceptual skills required to listen to music critically, and offers strategies for acquiring and integrating broader listening skills that will more directly develop students' critical listening and musicianship. (Contains 3 figures and 5 notes.)
