![]() In addition to a wide variety of partial and complete excerpts, Aural Skills in Context also provides a wealth of activities that range far beyond simply singing the melodies or writing them down from dictation, giving instructors and students the opportunity to engage in improvisation performance in multiple voices switching between melody and accompanying lines creating new melodies above a given bass line or even an additional "obbligato" voice above the given melody or between the outer voices. By featuring real examples from classical music to folk and jazz, and offering melodies with their related harmonies, the text parallels the full Music Theory curriculum and reinforces the relevance of aural skills to students' other classes, as well as their performance and listening interests. He also recommends we “drop the term ‘styles.’ It will confuse others and it won’t help either you or your students” (as cited in Strauss, 2013).Aural Skills in Context takes a comprehensive approach to sight singing, ear training, and rhythm practice. As former Assistant Director of Vanderbilt University’s Center for Teaching Nancy Chick (n.d.) pointed out, “Despite the popularity of learning styles and inventories such as the VARK, it’s important to know that there is no evidence to support the idea that matching activities to one’s learning style improves learning.” One tip Gardner offers educators is to “pluralize your teaching,” in other words to teach in multiple ways to help students learn, to “convey what it means to understand something well,” and to demonstrate your own understanding. The problem Gardner has expressed with the idea of “learning styles” is that the concept is ill defined and there “is not persuasive evidence that the learning style analysis produces more effective outcomes than a ‘one size fits all approach’” (as cited in Strauss, 2013). While Gardner’s MI have been conflated with “learning styles,” Gardner himself denies that they are one in the same. Multiple Intelligences are Not Learning Styles (“Tapping into Multiple Intelligences,” 2004) Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, “What is the meaning of life? Why do we die? How did we get here?”. ![]() ![]()
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