Improving Dictation as an Aural-Skills Instructional Tool

Abstract

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. This raises an important question: is giving prospective college music majors a head start with dictation in high school the best way to help them develop the listening skills necessary to succeed in college and beyond? At first glance, the answer would seem to be a resounding yes. However, dictation's effectiveness as a tool for developing listening skills varies considerably, depending on how dictation exercises are constructed and implemented. This article will examine some traditional dictation practices, identify perceptual skills required to listen to music critically, and offer strategies for acquiring and integrating broader listening skills that will more directly develop students' critical listening and musicianship.

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