Peer-Led Melodic Dictation in the Aural Skills Curriculum

Abstract

Social constructivism learning theories propose that knowledge develops through social activities, in which students work collaboratively to relate new learning to pre-existing knowledge to construct new understanding. The benefits of cooperative and collaborative learning have been discussed in the context of written music theory classes, peer tutoring, and sight singing; however, little has been said about the benefits of peer learning on melodic dictation skills. In this paper, I outline a peer-led melodic dictation activity and a full peer-teaching unit that I have implemented in my aural skills classes, including the assignment sheet given to students, the benefits of allowing students to lead dictation, and the challenges. Ultimately, I propose that allowing students to bring in their own repertoire examples and work together on melodic dictation, the aural skills classroom becomes more inclusive and diverse while students are placed at the center of their learning and leverage the knowledge and abilities of their peers to improve their skills.