The development of listening to music is an essential skill for students and music professionals. It is frequent in some curricula to have subjects whose names denote proposal linked to listening to music, as for example, Ear Training and Aural Training. However, it could be thought that the developed of this skill, is not the domain of just few subjects, but a fundamental item to take into account in almost all the subjects of a music curriculum.
The purpose of this study is to characterize the conceptions that El Proyecto Curricular de Artes Musicales of La Facultad de Artes ASAB has about music listening practices in subjects oriented to develop skills in solo and ensemble performance, and in written and arrangement skills, in the Instrumental Performance, and Composition and Arrangement Emphasis, respectively.
The research inquires into these conceptions using qualitative methodologies. For analyzing the data, they are used categories as function, contents, materials and routines of action, linked to listening to music practices. The data are collected from teacher’s interviews, analysis of syllabi and observations through field work in classes. Categories like music ontologies, ways of knowing in music, propositional and non propositional knowledge, experience domains, and cross modality are used to interpret the data.