Listening to Music
Listening (aural perception) is embodied in every phase of every activity that contributes to musical understanding and growth. It is considered to be the foundation for all musical experiences. Listening requires skills that focus on the sound source, remembering sound sources, and responding (Anderson & Lawrence, 2001).
The ability to listen involves more than just hearing. It requires children to focus their minds on the sounds perceived. Haines and Gerber (2000) state, “This ability to pay attention is not innate but it is a learned skill, and the young child needs training and help to acquire it”.
We urged parents and teachers to help young children become more sensitive to the sounds around them and to help them translate these sounds into meaningful experiences. These efforts should continue, since sound discrimination is vital to the musical development of the child. Unless someone has really made a point of helping a child sharpen his or her listening skills, the myriad sounds that must be confronted will often cause poor listening habits to be established prior to school.
Music activities provide an excellent means for increasing children’s listening skills. Four- and five-year-olds can develop listening skills that will help them sing in tune, create melodies, accompany themselves on instruments, and move to music. They can be taught to listen to the expressive elements of music, such as melody, rhythm, and dynamics. “In one way or another, music at all levels is focused on listening. The purposes and outcomes of listening may vary with the age of the listener and the musical setting, but there is perhaps no other music behavior so widely valued as good listening” (Flowers, 1990, p. 21).
A very important principle to keep in mind is that children cannot develop a high level of listening skill unless attentive listening is stressed. Listening is perceiving and requires thought and reasoning. Children’s minds must be “filled” with musical images in order to build on what is new and unfamiliar to them musically. This takes time and can only be developed gradually through children’s active participation in diverse and varied musical experiences.
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