Is Your Student Really Listening?

Is Your Student Really Listening?

The Power of Aural Models and Singing in Instrumental Learning

Most instrumental music students (especially pianists) are taught to read music right from the start. And with good reason—there’s a lot to read on a piano score.

But what happens when reading becomes the only focus?

The result: students who can follow the notes but don’t truly hear the music they’re playing.

At a workshop with Dr. Barbara Fast at the 2023 UCSI Piano Pedagogy conference, one of the most compelling ideas was this: building an aural model is essential to deep, connected playing. And one of the most effective ways to build that model? Singing.

What Is an Aural Model?

An aural model is a clear inner sense of how a piece of music is supposed to sound—phrasing, articulation, timing, dynamics, and tone.

Other instrumentalists develop this early. Think about a beginner violinist: their first lessons are spent just trying to make a sound. That means lots of listening, adjusting, and internalising.

But pianists? A student can play all the “right” notes without ever thinking about sound production. The piano gives them the sound automatically.

So unless we prioritise listening, they never really develop that inner aural guide.

How to Build an Aural Model

1. Listen Before You Play

Encourage students to listen to high-quality recordings before learning a new piece. Better yet, help them create their own version using music software or a slow-downer app.

2. Play Along With Recordings

Slowed-down audio tracks (with apps like Amazing Slow Downer, Transcribe!, or even YouTube’s speed settings) are ideal for early play-alongs.

3. Sing While Practising

Singing might feel silly at first, but it’s one of the most powerful tools for:

• Internalising phrasing and dynamics

• Reinforcing fingering and articulation

• Improving rhythmic accuracy

• Making memory stronger and more musical

What Should Students Sing?

Depending on age and level, students can sing:

• The melody line (with or without words)

• Articulation: “ta ta taaah” or similar

• Fingering numbers while playing

• Dynamic instructions: “crescendo here!”

• Solfege syllables, if they know them

Even simple humming can shift a student from auto-pilot to active musical engagement.

Students who hear and sing what they play also become better readers—and better musicians.

For Younger Students: Lead the Way

You’ll get the best results when you model singing as a normal part of learning:

• Sing dynamics and character words together: “This part is strong!”

• Encourage them to sing a short phrase before playing it

• Use movement or gestures to match phrasing and contour

• Sing finger numbers together on tricky passages

You don’t need perfect pitch—just enthusiasm and consistency.

Final Thought

If we want students to move beyond playing notes into playing music, we need to train not just their fingers—but their ears and voices.

Singing may feel like an “extra,” but it’s actually the glue that holds together rhythm, pitch, memory, and expression.

When students can hear the music internally, they play with confidence, fluency, and heart.