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Using a grounded theory-based multiphase design with syllabus and exam paper analysis, it interviews 14 teachers about their approaches, techniques, resources, and methods for evaluating students’ listening skills. Findings identify diverse strategies for analytical listening and culminate in a “Systematic Intuitive Continuum” linking pedagogy to HSC Aural written examination influences and best-practice understandings of musicianship development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-aural-analysis-in-senior-secondary-music-nsw-teacher/593942/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-aural-analysis-in-senior-secondary-music-nsw-teacher/593942.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question guides the study?","Question",{"text":112,"@type":113},"How is listening taught in senior secondary music courses in schools across New South Wales (NSW), Australia?","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what data was collected?",{"text":117,"@type":113},"A grounded theory-based multiphase study used syllabus and exam paper analysis, followed by interviews with 14 teachers about their pedagogy and evaluation of students’ listening skills.",{"name":119,"@type":110,"acceptedAnswer":120},"What framework was developed from the interview and literature analysis?",{"text":121,"@type":113},"The study created the “Systematic Intuitive Continuum,” representing teachers’ descriptions of pedagogy in relation to key influences, including the Higher School Certificate Aural written examination and approaches to developing student musicianship.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593942,1792170909,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Teaching aural analysis in senior secondary music: NSW teacher  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nperspectives and reflections on practice  \nRachel White  \nSydney Conservatorium of Music  \nAbstract  \nThis study sought to answer the following question: how is listening being taught in senior secondary music courses in schools across New South Wales (NSW), Australia? In New South Wales, the senior secondary music syllabuses set the expected outcomes for senior secondary students, and list the topics for study from which teachers must select. This affords teachers a degree of freedom regarding the selection of resources and source material. A grounded theory-based multiphase study, which included syllabus and exam paper analysis, was designed to investigate listening pedagogy in senior secondary music teaching. Fourteen teachers were interviewed regarding their approaches, techniques and the resources they used in their classroom, and how they understood and evaluated their students’ listening skills. The interviews revealed that these music educators utilised a range of strategies and techniques when teaching analytical listening in the senior secondary music courses. Analysis of the interview data, in conjunction with detailed examination of the music listening literature and the NSW senior secondary Music syllabuses, led to the creation of the‘SystematicIntuitive Continuum’. This continuum was devised as a means of representing each teacher’s description of their pedagogy in relation to the two key influences on the teaching of music listening—the Higher School Certificate Aural written examination, and understandings of how best to develop student musicianship.  \nKeywords: listening, aural analysis, music education, teaching strategies  \nIntroduction  \nListening to music is an activity adolescents engage in both recreationally and in educational contexts. As a practice, it is distinct from simply overhearing music. Listening involves conscious engagement with music, by analysis or elemental‘recognition’, in order to deepen one’s personal understanding of the structural features of music. In music education contexts, listening, which can also be referred to as aural analysis, is a fundamental component of how music is taught and learned. Pedagogically,“music educators have guidelines about how to listen effectively, to get the most out of the music, and to focus attention for maximum musical impact”(Flowers, 2002). The ability to listen to and understand structural features of music can be developed in isolation orin conjunction with other fundamental musical  \nexperiences, such as performing and composing. Its importance particularly in the New South Wales (NSW) music curriculum means that the teaching approaches and techniques surrounding listening are key elements of music pedagogy.  \nIn NSW, senior secondary music study (Year 11 and 12) can be completed through at least one of three courses: Music 1, Music 2 and Music Extension, for which Music 2 is a pre-requisite. Throughout these courses, students learn about the concepts of music, through the study of a wide variety of musical genres and the key learning experiences of composition, musicology, performance and aural, or listening. This study focused on the way in which teachers of the senior secondary music courses interpreted the syllabus in order to teach music listening. The study was shaped by a grounded theory approach, in that the concepts and analysis  \nthat were developed during the research process were determined by the data collected. A review of the extant literature revealed that much of the research that pertains to music listening linked to analysis was based on studies undertaken outside Australia, particularly the United Kingdom and the United States of America (Boal-Palheiros & Hargreaves, 2001; Campbell, 2005; Finnäs, 2001; Johnson, 2011). While this is useful as a ba","cbCaijHsDHY4zmUM","https://ap.wps.com/l/cbCaijHsDHY4zmUM","pdf",193021,13,"English","# Introduction\n## Philosophy and pedagogy of music listening","[{\"question\":\"What research question guides the study?\",\"answer\":\"How is listening taught in senior secondary music courses in schools across New South Wales (NSW), Australia?\"},{\"question\":\"How was the study designed and what data was collected?\",\"answer\":\"A grounded theory-based multiphase study used syllabus and exam paper analysis, followed by interviews with 14 teachers about their pedagogy and evaluation of students’ listening skills.\"},{\"question\":\"What framework was developed from the interview and literature analysis?\",\"answer\":\"The study created the “Systematic Intuitive Continuum,” representing teachers’ descriptions of pedagogy in relation to key influences, including the Higher School Certificate Aural written examination and approaches to developing student musicianship.\"}]","Teaching aural analysis in senior secondary music: NSW teacher | PDF",1792078231,33]