Specific Aspects of Musical Learning: A Contribution towards a Learning Theory of Music

An analysis of music as a content of learning dlemonistrates the existence of a remarkable system: 1. The single sound as the simplest unit of musical learning possesses timbre, duration, volume and dynamics. Thus it provides what may be called the raw material of sound, nonrelational in character: at the same time. it fulfils the functioln of noise. 2. Rhythm is realised through the elements belonging to any single sound as well as the relational temporal elements that make up rhythms, both accentuation aind duration rhythms. Only the relational temporal elements are essential for its structure as rhythm. 3. Melody is realised through the elements of the single sounds plus rhythmic elements and changes of pitch. Only the relational structuring elements of rhythm and pitch change are essenitial 4. In the hearing of harmonies, the elements that realise and conI- stitute a single sound, a rhythm or a melody are joined by the elements of hearing sounds simultaneously arid establishing connections between them. In the case of harmonv too, only the relational elements are significant. All relative elements may only be grasped cognitively. The onto-genetic musical development of the individual shows remarkable parallels with this structural analysis of music as a content of learning. In conclusion, six multi-sensory ways of experiencing music are described.