Develop your sensitivity to music. Try to respond esthetically to all sounds, from the hum of the refrigerator motor or the paddling of oars on a lake, to the tones of a cello or muted trumpet. When we really hear sounds, we may find them all quite expressive, magical and even ‘beautiful.’ On a more complex level, try to relate sounds to each other in patterns: the successive notes in a melody, or the interrelationships between an ice cream truck jingle and nearby children’s games.
Time is a crucial component of the musical experience. Develop a sense of time as it passes: duration, motion, and the placement of events within a time frame. How long is thirty seconds, for example? A given duration of clock-time will feel very different if contexts of activity and motion are changed.
Develop a musical memory While listening to a piece, try to recall familiar patterns, relating new events to past ones and placing them all within a durational frame. This facility may take a while to grow, but it eventually will. And once you discover that you can use your memory in this way, just as people discover that they really can swim or ski or ride a bicycle, life will never be the same.
If we want to read, write or talk about music, we must acquire a working vocabulary. Music is basically a nonverbal art, and its unique events and effects are often too elusive for everyday words; we need special words to describe them, however inadequately.
Try to develop musical concentration, especially when listening to lengthy pieces. Composers and performers learn how to fill different time-frames in appropriate ways, using certain gestures and patterns for long works and others for brief ones. The listener must also learn to adjust to varying durations. It may be easy to concentrate on a selection lasting a few minutes, but virtually impossible to maintain attention wen confronted with a half-hour Beethoven symphony or a three-hour Verdi opera. Composers are well aware of this problem. They provide so many musical landmarks and guidelines during the course of a long piece that, even if listening ‘focus’ wanders, you an tell where you are.
Try to listen objectively an dispassionately. Concentrate upon ‘what’s there,’ and not what you hope or wish would be there. At the early stages of directed listening, when a working vocabulary for music is being introduced, it is important that you respond using that vocabulary as often as possible. In this way you can relate and compare pieces that present different styles, cultures and centuries. Try to focus upon ‘what’s there,’ in an objective sense, and don’t be dismayed if a limited vocabulary restricts your earliest responses.
Bring experience and knowledge to the listening situation. That includes not only your concentration and growing vocabulary, but information about the music itself: its composer, history and social context. Such knowledge makes the experience of listening that much more enjoyable.