Metaschemata and Working Memory: The Effect of Musical Knowledge on the Acquisition of Aural Skills

Abstract

In the undergraduate music theory curriculum, aural skills are often regarded as more physical than cognitive, which I suspect is partially due to a lack of understanding as to which cognitive processes and tools are used when performing aural skills. I aim to assert that musical schemata, formed to recognize and anticipate the tendencies of familiar musical styles, highly influence student acquisition of aural skills. I then consider this assertion in light of recent studies of musical learning and discuss pedagogical applications. My main objectives are to a) assert that schemata evolve autonomously over a lifetime and may be actively helpful or obstructive in the efficient acquisition of aural skills, and b) consider the implications of this assertion for aural skills pedagogy. I conclude that instruction might be more efficient and effective when consciously geared toward building helpful musical schemata rather than when too geared toward the accomplishment of aural skills tasks.