Constructing and testing alternative solutions. Characteristic patterns and challenges in listening and visualizing

Differentiating between listening experiences is a relevant objective in curricula of music classes in primary schools as well as in higher education in Germany (Ministerium für Schule und Weiterbildung des Landes NRW, 2008, S. 88; Niessen, Lehmann-Wermser, Knigge & Lehmann, 2008). In general, children show high performance in their rhythmic/metric and melodic or harmonic listening skills (Hofmann, 2011). Authors of these studies demand the development of challenging listening tasks for music education in primary schools (Nauck-Börner, 1991). In order to support a more sophisticated way of listening, the current project has developed a specific research design following the principles of design-based research (Prediger et al., 2012). The methodological framework was set by video-based classroom research (Kranefeld, 2017). This article provides insights into students‘ underlying process patterns of – and challenges to – listening and visualizing. (DIPF/Orig.