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Abstract

Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources, dictation strategies, test-taking skills, and characteristics of successful dictation students. The survey was distributed online to a stratified random sample of 875 AP Music Theory teachers across the United States. Of these recipients, 398 participants from 49 states and the District of Columbia completed the survey, yielding a 45.5% return rate. Results indicated that teachers preferred pitch systems that emphasized scale degree function and rhythm systems that emphasized the meter. Participants also reported the influence of the AP exam on their dictation teaching and described their need for additional instructional time and better preparation for teaching aural skills. Suggestions for further research include similar studies of other populations, including high school teachers of other theory courses and college theory instructors.

Keywords

aural skills pedagogy melodic dictation music theory

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