Abstract This article explores the concept of ‘audiation’ as conceptualised by Edwin Gordon (2012 [1988]) and its relevance in the training of visually impaired piano students. The theoretical framework for this study incorporates psychological and learning theories such as developmental, Gestalt and positive psychology, the apprenticeship method and implicit learning. Data were collected through listening-based experiments and interviews with participants, which included both visually impaired and sighted piano students as well as an experienced piano teacher. Research findings from the case studies suggest that the long-standing aural training and music teaching practices implemented in South Africa may need re-evaluation, in particular for the visually impaired. The limited emphasis on the aural training of the latter students and the excessive concentration on sight-reading activities required by Gordon’s audiation training need to be reconsidered. New teaching insights may be gained from the integration of emerging learning and psychological theories such as the dynamic systems theory within a multidisciplinary framework. The adoption of such a framework within aural and music teaching methodologies in South Africa may benefit not only the visually impaired, but also sighted music students.

中文翻译：

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南非的听力、听力训练和视障钢琴家

摘要 本文探讨了 Edwin Gordon (2012 [1988]) 概念化的“听音”概念及其在视障钢琴学生培训中的相关性。本研究的理论框架结合了心理和学习理论，如发展心理学、格式塔和积极心理学、学徒方法和内隐学习。数据是通过基于听力的实验和对参与者的采访收集的，参与者包括视力受损和视力正常的钢琴学生以及经验丰富的钢琴老师。案例研究的研究结果表明，南非实施的长期听觉训练和音乐教学实践可能需要重新评估，尤其是对视障人士而言。需要重新考虑对后者学生的听觉训练的有限重视以及戈登的听力训练所需的对视奏活动的过度关注。新的教学见解可以从新兴的学习和心理学理论（例如多学科框架内的动态系统理论）的整合中获得。在南非的听觉和音乐教学方法中采用这样的框架不仅可以使视力受损的人受益，还可以使视力正常的音乐学生受益。