A model of aural instruction examined in a case of fiddle teaching

Abstract

This study investigates instruction which utilizes primarily aural presentation. It is theorized that accurate replication of music from aural presentation depends, in part, on effective aural instruction. It is hypothesized that research-supported aspects of aural instruction will be observed in the aural instruction of a teacher who is judged to be an exemplary aural instructor by local folk musicians and folk music students.The study begins with an examination of research concerning aural learning and aural instruction. Information from the reviewed research is used to identify components for a research-based model of events of aural instruction. Next, observation of a case of outstanding aural fiddle instruction is reported. Results of the observation are discussed in terms of correspondence between the research-based model of events of aural instruction and the observed case of aural fiddle instruction.Strong correspondence between the model and the observed case of aural instruction supports the hypothesis that research-based aspects of aural instruction will be apparent in the observation of an exemplary teacher using primarily aural instruction. Analysis reveals a strong correspondence between the components of instruction in the model and the case study in terms of: gaining and maintaining attention, pretraining and directing objectives, presenting stimulus, guiding learning during practice, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer of aural learning. Further evaluation of the data suggests that there are aspects of the model which are especially prominent in this case of effective aural instruction, including: (1) use of frequent and purposeful demonstration, (2) immediate and continual participation, and (3) constant and appropriate guidance.This study identifies several areas which need further investigation. Among these are: the relation of aural instruction and aural learning, cross-disciplinary use of aural instruction, rank ordering of aural instruction components, and identification and sequence of steps needed to perform from aural presentation.