Audiţia muzicii şi formarea culturii de audiţie în preşcolaritate
Music listening and the development of listening culture in preschool education

Author(s): Marina Morari
Subject(s): Social Sciences, Education, Fine Arts / Performing Arts, Preschool education, Pedagogy
Published by: Biblioteca Ştiinţifică a Universităţii de Stat Alecu Russo
Keywords: music listening, listening culture; early musical education; inner hearing; mental singing; elements of listening culture
Summary/Abstract: The article analyzes the process of developing the culture of music listening as a fundamental direction of early musical education. Listening is conceived as a sensory, affective, and cognitive experience that develops auditory attention, inner hearing, aesthetic sensitivity, and musical thinking. The author highlights the pedagogical concepts of Émile Jaques-Dalcroze, Zoltán Kodály, Edwin E. Gordon, and Dmitri Kabalevski, emphasizing their complementarity in shaping children’s perception and understanding of music. The paper presents the fundamental principles of active listening: experiencing music through movement (Dalcroze), inner audiation (Gordon), and mental singing (Kodály), integrated with Kabalevski’s value-oriented educational tradition. A five-step methodology for organizing listening activities is proposed (introduction, listening, analysis, re-listening, valorization), along with the framework of music perception competencies for ages 1 to 6. Various teaching techniques are described-melodic contour, expressive movement, body percussion, humming, and musical drawing-which transform listening into an active process of experiential learning. The article demonstrates that music listening contributes to the holistic development of the preschool child, fostering a culture of sensitivity, aesthetic reflection, and thinking through sound. The author makes a substantial contribution to the foundation of a modern paradigm of early musical education - a paradigm in which music listening is not merely an aesthetic activity, but a form of thinking, a learning experience, and a means of artistic self-discovery.

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