Playing by Ear: its Nature and Application to Instrumental Learning

Abstract

Instrumental teaching methods in schools have resulted in a near total reliance on notation. Playing by ear has been undervalued by instrumental teachers, yet it is through such playing that some of the aims of music education can best be achieved.In this article different ways of playing without notation are distinguished theoretically and exemplified through the experiences of some players who have learned in this way. A case is made for all musical playing to be viewed as ‘by ear’, including when notation is involved, so that the aural basis for musicianship is maintained and a wider view of performance encouraged. A possible model for teachers is offered based on imitation and invention.