Hørelære- og gehørtreningsfaget ved Norges musikkhøgskole: Utvikling av fagdidaktisk identitet

Abstract

Aural training is usually a compulsory subject within music performance studies in higher education. This article seeks to understand what characterizes the didactical development of aural training at the Norwegian Academy of Music since its beginning in 1973. This is investigated by interviewing former aural training teachers from the Academy as well as by scrutinizing curricula and other documents. The theoretical approaches contributing to analyse the data are curriculum theory and didactical theories on how to view a subject. The findings show that ideas from the 1970s, for example the idea that aural training should be closely related to performing, have continued to be part of the identity of the aural training subject at the Academy. Findings also reveal tensions between the intrinsic and utility value of the aural training subject, stemming from different views on the function of aural training within music performance education.