The Power of Early Music Education: 

Cultivating Creativity Through Audiation

Many music education systems prioritize theoretical knowledge; the formal rules, structures, and concepts behind music; rather than experiential learning; the direct experience of making or listening to music. However, this approach actually hinders a child’s ability to succeed as a musician. Experiential learning emphasizes active, hands-on engagement with music in ways that develop intuitive, aural, and creative skills. Ear training allows children to cultivate the auditory skills necessary to experience these engagements, ultimately strengthening their perception of music and their potential to develop outstanding abilities such as perfect pitch. All children have the aptitude to become musical geniuses, so long as they are immersed in environments that foster an active and meaningful engagement with sound early on in their development, and these skills are brought out heavily through music experience and audiation more so than the study of music theory.

Music theory refers to the study of the fundamental elements and guidelines used by musicians to put interpretations and meaning to what they hear. It encompasses a wide range of topics, including the understanding of scales, chords, rhythm, melody, harmony, form, and notation. Although knowledge of music theory can provide valuable insights into understanding music structure, it emphasizes abstract concepts that may not resonate with young learners and therefore fail to set them up for success as they build upon their education. For many children, the complexity of music theory can overshadow the joy of musical expression, making it seem like a chore rather than a creative outlet.

Music educator Edwin Gordon coined the term audiation, which describes the ability to hear and understand music in one’s mind without physical sound being present. It is essentially the process of mentally playing music and making sense of it and is fundamental to developing musical skills. Though similar, audiation is not the same as aural perception. Aural perception occurs simultaneously as a sound is being heard, while audiation happens after the sound is no longer audible. The Gordon Institute for Music Learning said, “Audiation is the musical equivalent of thinking in language. When we listen to someone speak we must retain in memory their vocal sounds long enough to recognize and give meaning to the words the sounds represent. Likewise, when listening to music we are at any given moment organizing in audiation sounds that were recently heard.” Audiation also involves being able to make predictions about what comes next in music based on the rhythm and tone. Ear training, a closely related concept, involves exercises that help students identify, comprehend, and reproduce music by listening. This method encourages students to engage with music in an instinctual way, allowing them to internalize musical patterns and sounds. By focusing on audiation and ear training, children can develop a more intuitive grasp of music, fostering creativity and expression.

The more children are exposed to music early on and taught how to audiate, the more likely they are to develop the amazing ability known as perfect pitch, or absolute pitch. Perfect pitch is the very rare talent that allows an individual to identify or recreate a musical note without any sort of reference tone. For instance, a person with perfect pitch can hear a sound and instantly recognize it as an “A” or an “E-flat.” It also enables a person to distinguish whether two notes are exactly one octave apart or slightly more or less. The development of perfect pitch is closely linked to early and consistent exposure to music, particularly through ear training exercises that help children build a finely tuned sense of pitch. Though perfect pitch is often considered an innate ability, studies show that it can be cultivated through early musical education, especially when a child is immersed in an environment that encourages them to listen closely and learn music by ear.

A laboratory investigation at Hamilton University revealed that perfect pitch can in fact be learned through intense training. Participants of the study were given two tests to measure their ability to correctly identify notes after hearing them, once before and once after 36 training sessions where they practiced identifying notes and differentiating between half steps. All participants showed significant improvement, and two of them were able to develop perfect pitch. Although it can be learned at any stage in life, people who have this ability have typically had it since they were very young. A child’s brain is much more flexible and absorbent of new information than the brain of an adult. Therefore, children exposed to music education at a young age are more likely to develop perfect pitch, particularly when they engage in ear training that emphasizes listening and placing pitches in various contexts.

A person’s natural ability or talent in a specific area is referred to as aptitude. In the context of music, aptitude encompasses a range of factors, including a child’s sensitivity to sound, rhythm, and musical patterns. While some children may have an innate musical aptitude, it is crucial to recognize that all children can develop musical skills with the right guidance and environment. Early exposure to music, particularly through engaging methods such as ear training, can unlock potential that might otherwise remain dormant. Musical ability is a broader term that encompasses a range of skills, including performance, composition, improvisation, and the ability to understand and analyze music. Musical success is not solely defined by technical proficiency. It also includes creativity, expression, and the ability to communicate emotions through music. By emphasizing ear training and experiential learning, children can develop a great sense of musicality that enhances their overall musical success.

By focusing on these concepts, it becomes clear that traditional music education, which heavily emphasizes music theory, may not be the most effective approach for young learners. Instead, integrating audiation and ear training into the curriculum can provide children with a more meaningful and engaging musical experience. When children learn to recognize and create music by ear, they develop a deeper connection to sound and a greater sense of autonomy in their musical journey. Immersing children in music early on also helps develop their confidence and fosters a sense of belonging. As they explore sounds and experiment with composing music, they are more likely to express their individuality and creativity. This freedom encourages them to take risks and discover their unique musical voices, further enhancing their potential for success.

Nurturing a child’s musical potential through early exposure and ear training can lead to remarkable cognitive and emotional benefits. By prioritizing experiential learning over theoretical knowledge, we can create an environment where all children have the opportunity to thrive as musicians. The ability to develop perfect pitch, a strong sense of musical aptitude, and the skills necessary for musical success are within reach for every child, provided they are given the right tools and experiences. 

Early exposure to music education is widely recognized for its numerous benefits, but what people don’t often consider is that a child’s music potential benefits significantly from an experiential rather than theoretical approach to learning. Specifically, teaching children to compose and perform by ear, rather than focusing on music theory, greatly enhances their long-term musical success. Audiation plays an important role in this process. Children who develop strong audiation skills through early music education are more likely to experience greater creativity, musical fluency, and even the rare ability of perfect pitch. Early ear-based training, combined with a strong foundation in audiation, improves a child’s development as a musician and contrasts with the less than optimal outcomes of children who are taught only through music theory from an early age.

Audiation allows children to mentally retain, manipulate, and anticipate sounds, forming the foundation for composing, improvising, and engaging with music creatively. When children undergo ear training, they learn to identify, recall, and reproduce music they hear without written notation. This ability to audiate helps them internalize music, making it easier to engage with it at an intuitive level. Research consistently indicates that children who develop audiation skills through ear training are more likely to achieve musical success. They can reproduce and create melodies, harmonies, and rhythms on their own, unconstrained by rigid structures of written notation. This fosters expressive, spontaneous musical performances, especially for young composers. Instead of merely interpreting or memorizing notation, these children create music from the sounds they have internalized.

The immersive process of ear training and audiation plays a direct role in enhancing a child’s ability to internalize music, build musical instincts, and develop a deep sense of musicality. Through this process, children learn to think about music beyond the technicalities of written notation. The ability to connect with music on a deeper, more internalized level directly leads to their success as musicians.

One extraordinary outcome of early music education is the development of perfect pitch. This ability is most often observed in those exposed to music education early, particularly when training emphasizes ear-based skills. The critical period for developing perfect pitch occurs in early childhood when the brain is most capable of absorbing complex auditory information. Studies consistently show that children who begin music education before age 6 are significantly more likely to develop perfect pitch than those who start later. Dr. Diana Deutsch’s study at the University of California, San Diego, found that intensive ear training during early years of music education dramatically increased the likelihood of developing perfect pitch. 

Audiation plays a key role in this process. By mentally retaining the sounds they hear, children better distinguish and recall specific pitches. This heightened sensitivity strengthens over time, leading to perfect pitch development. It is directly related to early exposure to music education, particularly ear training and audiation. These experiences provide necessary auditory stimulation that primes the brain for pitch recognition. Without early training, the brain’s ability to internalize pitch so it can be immediately recalled is much less likely to develop.

While ear-based training clearly benefits musical intuition and creativity, music theory can also have advantages, especially as children progress to more complex musical structures. However, placing too much emphasis on music theory, especially when introduced too early, can have unintended consequences that hinder a child’s natural musical development. Children who focus primarily on theory tend to have a disconnect between technical knowledge and musical intuition, causing slower music development. Music theory teaches children how to read sheet music, understand scales, chords, and notation, but it may fail to foster an innate understanding of how music feels or sounds internally. Focusing on theory too early might cause proficiency at reading music but a struggle to connect abstract concepts.

For example, a child who learns to read sheet music may perform a complex piece but fail to compose or improvise. Conversely, children who learn to play music by ear develop an intuitive grasp of musical structure, often without written notation. They internalize melodies and harmonies by listening and are more likely to express themselves freely and creatively in their musical pursuits. Thus, while theory-based learning provides valuable technical skills, it can lead to rigid, less flexible musicality when it overshadows ear training. Ear-based learning, on the other hand, enables children to access a more organic, instinctive understanding of music, leading to better outcomes in both performance and composition.

The effectiveness of early music education is also rooted in the brain’s inherent plasticity during early childhood. Neuroscientific research has shown that young children’s brains are highly adaptable, capable of forming new connections quickly in response to auditory stimuli. The earlier a child is exposed to music and ear-based training, the more readily their brain absorbs and processes sound in ways that adults cannot. This plasticity allows children to develop a greater sensitivity to sound and a deeper connection to music, creating ideal conditions for developing advanced skills like perfect pitch or becoming more adaptable musicians. Early music exposure, particularly when it emphasizes listening, imitation, and internalization of sound, shapes neural pathways that enhance musical performance and creativity. The remote cause of musical success, then, is the developmental timing of music education, which capitalizes on the brain’s capacity for rapid auditory learning and long-term skill-building.

The success of early music education is shaped by a causal chain of ear-based learning, audiation, and perfect pitch development. Early exposure primes the brain, allowing it to develop rare abilities like perfect pitch. Audiation, developed through ear-based training, provides a foundation for creativity, expression, and fluency. While music theory is important, focusing too much on it at an early age can limit a child’s ability to engage with music intuitively and prevent the benefits of early ear-based training. By taking a different approach to music education and prioritizing ear-based education and audiation, rather than relying solely on theory, we can set children on a path to becoming more successful, creative, and expressive musicians. Early childhood is the ideal time to foster these skills, given the brain’s adaptability and its capacity to absorb musical information.

Despite widespread advocacy from music educators that children should be taught music theory from an early age, this traditional emphasis on theoretical knowledge often fails to engage young learners’ innate creativity and musical potential. While experts like Christopher Small and Bennett Reimer have made compelling arguments for the importance of music theory in the development of musical literacy, a closer examination reveals that learning music by ear remains the more effective and engaging method for fostering intuition and musical fluency in children.

Many music educators emphasize the importance of music theory as a foundational component of music education, arguing that a thorough understanding of musical notation, scales, harmony, and rhythm is essential for students to develop as proficient musicians. For example, Christopher Small, a prominent musicologist, argues in his book Musicking: The Meaning of Performing and Listening that music theory helps students gain access to the “grammar” of music, providing them with a systematic framework for understanding musical structures. Small writes, “Music theory gives students the tools to comprehend and manipulate the complex layers of music, providing a structure that enhances both performance and composition.” From this perspective, music theory offers an intellectual roadmap that guides students toward deeper musical understanding and technical proficiency.

Similarly, music education theorist Bennett Reimer, in A Philosophy of Music Education, stresses that music theory is vital for cultivating musical literacy and cognitive development. He contends, “Music theory provides the structural knowledge necessary for students to recognize and analyze the underlying principles of music, which in turn makes them more effective performers and composers.” Reimer argues that learning theory equips students to think critically about music, solve musical problems, and engage in meaningful musical expression.

While both Small and Reimer make valid points about the benefits of music theory, there are limitations to emphasizing theory as the primary mode of learning, especially for young children. Music theory, while valuable, can be abstract and disconnected from the natural, creative process that ear training facilitates. Focusing on theory too early can stifle creativity by introducing rigid rules before children have developed the flexibility to express themselves musically.

Ear training, which focuses on developing the ability to understand and internalize music through listening, is a more effective and engaging method for early childhood music education. Audiation, an essential component of ear training, allows children to develop an intuitive understanding of music that can later be formalized through theory. By learning to internalize rhythms, pitches, and melodies first, children can build a strong musical foundation that will enhance their understanding of theory later.

One key reason ear training is especially beneficial for young children is that it aligns with their natural cognitive and perceptual development. Neuroscience research has shown that young children’s brains are highly capable of absorbing complex auditory stimuli. According to music psychologist Diana Deutsch, “Children who receive early exposure to music by ear are more likely to develop advanced aural skills, including perfect pitch.” Ear training enables children to recognize patterns, intervals, and harmonies on a deep emotional level, fostering a more instinctive and creative connection to music.

Moreover, ear training nurtures creativity by giving children the freedom to experiment with sounds and melodies without being constrained by theoretical rules. Children who learn to play music by ear are encouraged to compose and improvise freely, engaging with music in a way that feels personal and expressive. Music educator David J. Hargreaves notes, “Music that is learned by ear allows students to develop a more organic, spontaneous approach to composition and performance, fostering individual expression and musicality.” This freedom to explore music without the constraints of formal notation cultivates creativity, which is often stifled when children are taught theory too early.

In addition to fostering creativity, ear training provides numerous cognitive and emotional benefits that theory cannot offer in the same way. By developing strong aural skills, children improve their ability to distinguish between musical elements such as pitch, rhythm, and harmony. This heightened musical perception enhances cognitive functions like memory, attention, and problem-solving. A study by the Institute for Music Research found that children who participated in ear training showed significant improvements in auditory processing, memory retention, and problem-solving abilities.

Furthermore, ear training helps children develop a deeper emotional connection to music. When children learn to play by ear, they are not just memorizing patterns or following written instructions; they are internalizing the emotional quality of music itself. This process allows them to express their feelings and experiences through sound, leading to greater emotional intelligence and self-expression. As music educator Edwin Gordon argues, “Music should be learned as a means of expression, not merely as a technical skill.” Ear training gives children the freedom to connect with music on an emotional level.

It is important to note that ear training and music theory are not mutually exclusive, and should be integrated into a balanced curriculum. However, the sequence in which they are introduced is crucial. Children should first engage with music through ear training, learning to internalize sounds, rhythms, and melodies. Once these basic musical instincts are developed, music theory can be introduced as a way to formalize and expand upon this knowledge. This way, music theory becomes a tool for enhancing and refining the creativity that was fostered through ear training, rather than a restrictive set of rules that could stifle spontaneous musical expression.

In conclusion, while experts like Small and Reimer present strong arguments for the value of music theory, their perspectives often overlook the benefits of ear training, particularly for young children. Ear training emphasizes listening, improvisation, and composition by ear, offering a more intuitive, creative, and emotionally resonant approach to music education. By allowing children to develop their musical instincts and express themselves freely, ear training provides a solid foundation for later learning music theory. When theory is introduced after audiation, it enhances the child’s natural musical abilities rather than constraining them. Therefore, ear training should be prioritized in music education to foster creativity, emotional expression, and musical fluency in young learners.

References

Audiation. GIML The Gordon Institute for Music Learning. (n.d.). https://giml.org/mlt/audiation/ 

Can Perfect Pitch Be Learned?. Lundin, R. W. (1963). Music Educators Journal. https://doi.org/10.2307/3389949 

Deutsch, D. (n.d.). 5 absolute pitch – Diana Deutsch. https://deutsch.ucsd.edu/pdf/PsyMus_3_Ch5_Absolute_Pitch.pdf

Deutsch, D. (2013). Psychology of Music. Diana Deutsch – Psychology of Music. https://deutsch.ucsd.edu/psychology/pages.php?i=601 

Gordon, E., E. (2013). Music learning theory for newborn and young children E. Edwin Gordon. G.I.A. publications.

Gordon, E. (2012). Learning Sequences in Music: A Contemporary Music Learning Theory. GIA Publications, Inc. 

Hargreaves, D., & Lamont, A. (n.d.). The Psychology of Musical Development. Cambridge Core. https://www.cambridge.org/core/books/psychology-of-musical-development/C6BADF11A36C530CAFD496CB5379D2FB 

Hargreaves, D. (2021, May 4). Musical Development and Learning: The international perspective. British Journal of Music Education. https://www.academia.edu/48275238/Musical_development_and_learning_The_international_perspective 

Miendlarzewska, E. A., & Trost, W. J. (2014, January 20). How musical training affects cognitive development: Rhythm, reward and other modulating variables. Frontiers in neuroscience. https://pmc.ncbi.nlm.nih.gov/articles/PMC3957486/ 

Music Theory: Basics and Fundamental Concepts. Avid. (n.d.). https://www.avid.com/resource-center/music-theory 

Reimer, B., & Webster, P. R. (1989). A Philosophy of Music Education. State University of New York Press. 

Schellenberg, E. G. (n.d.). Music and Cognitive Abilities. https://journals.sagepub.com/doi/10.1111/j.0963-7214.2005.00389.x

Small, C. (1998). Musicking — The Meanings of Performing and Listening. https://www.tandfonline.com/doi/abs/10.1080/1461380990010102