Developing Melodic Dictation Pedagogy: A Survey of College Theory Instructors

Abstract

The purpose of this study was to identify pedagogical approaches to melodic dictation used by college music theory instructors at National Association of Schools of Music accredited institutions. Instructors ( N = 270) from 45 states responded to an online survey targeting melodic dictation instruction in their freshman theory courses. Results indicated that instructors: Chose pitch systems that emphasized scale degree function and rhythm systems that emphasized the meter, acknowledged the difficulty of compound meter for students, and advocated listening to a dictation completely before beginning to write. Respondents also listed the textbooks, software programs, and Web sites they used to supplement instruction and the types of music they chose for dictation assessments. Their replies to free-response questions highlighted several challenges of teaching dictation and aural skills in general. Knowledge of these instructional trends could be helpful when evaluating K–12 music curricula, especially for students who plan to major in music in college. The results of this study may benefit both college instructors and K–12 music educators in that their students face similar challenges and seek corresponding solutions.