ABSTRACT
This chapter explores theoretical underpinnings and practical applications of an approach to aural-skills learning, offering an alternative to the traditional tendency to separate musicians' technical and perceptual skills from their communication and collaboration skills. Although the practical examples were drawn from pianists' learning, many of the basic the ideas and types of work are also applicable to other musicians' education. The chapter proposes that the development of the social aspects of aural-skills learning is not only a matter of teaching methods; it also requires a reconceptualization of aural skills themselves so that musicians' social interaction and cultural situatedness are part of the skills. The dynamic approach to the aural-skills curriculum, besides involving the students in the articulation of their goals, also necessarily requires teachers and experienced musicians to judge what kinds of skills are essential for future music professionals.
