Taking Aural Skills Beyond Sight Singing and Dictation

Abstract

In this article, I address the issue of stratification between high- and low-performing students in aural skills classes, proposing that this situation may be in part a result of the rigidity of standard curricula. If we go beyond our focus on sight singing and dictation, our low-performing students may be able to demonstrate other strengths, and all students will learn to apply their skills to a greater variety of situations. I propose two methods of diversification: focusing on the diverse skills that underly these dominant tasks, and embracing a wider view of tasks and skills relevant to the aural experience of music. Finally, I suggest methods of assessing and integrating these more diverse skills into our curricula.