Background

 As music educators we regularly expect our pupils to listen to music or sounds. However, often pupils find it difficult to relate to what they listen and do struggle with the listening process. Listening has been described as a creative process (Kratus 2017) and part of a composition process (Holland 2016). Yet, this view has neither been researched much, nor been adopted by many practitioners.

 

Here is a suggestion of how to scaffold the listening process better, see best pracice.

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