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On ‘Listening’ in Music Education Brian Loane

Published online by Cambridge University Press:  18 December 2008

Brian Loane
Affiliation:
Boldon Comprehensive School, South Tyneside

Extract

The article suggests that ‘Composing / Performing / Listening’ may be an inadequate way to categorise musical activities, particularly because any musical activity is a sort of listening. There is a discussion of the educationally crucial difference between ‘audience-listening’ on the one hand, and ‘composition-listening’ and ‘performance-listening’ on the other. It is suggested that musical experience is itself thinking embodied in sound, and that explicit ‘analysis-of-listening’ plays a supportive role.

In this light, the article proposes an alternative way to categorise musical activities, and indicates some possible conclusions for the curriculum and for assessment.

Type
Research Article
Copyright
Copyright © Cambridge University Press 1984

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References

Bruner, J. (1967) Towards a Theory of Instruction. Cambridge, Mass.: Harvard University PressGoogle Scholar
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Mellers, W. (1962, 4-vol. edn 1969) Man and his Music. London: Barrie & RockliffGoogle Scholar
Fawcett, A., Preston, H. and Vincent, A. (1981) Criteria for the Assessment of Music in Education. Music Advisers' National AssociationGoogle Scholar
Paynter, J. (1982) Music in the Secondary School Curriculum. Cambridge: Cambridge University PressGoogle Scholar
Paynter, J. and Aston, P. (1970) Sound and Silence. Cambridge: Cambridge University PressGoogle Scholar
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Swanwick, K. (1979) A Basis for Music Education. Slough: National Foundation for Educational ResearchCrossRefGoogle Scholar
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On ‘Listening’ in Music Education Brian Loane
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