Arguably Schumann’s remark about the importance of cultivating the sense of hearing found its most rigorous Victorian realization in the work of Dr. Frederick G. Shinn. In 1899 Shinn published Elementary Ear-Training, a landmark manual that not only popularized the term "ear-training" in Britain but also codified a pedagogical transition from rote solfège to systematic "mental discipline." This presentation analyzes Shinn’s methodology as a foundational model for "contextualized complex musical perception.”

Shinn’s approach was strikingly modern in its psychological grounding, treating musical perception as the interaction of three distinct elements: pitch, strength (meter), and length (rhythm). By isolating these components before integrating them into melodic dictation, Shinn practiced a "Pestalozzian" progression from the known to the unknown. His method moved beyond simple interval recognition to advocate for "direct" perception—relating pitches to the tonic triad to facilitate mental "recording" of musical notation.

Crucially, Shinn argued that ear training was not merely a technical skill but a "musical compass" essential for self-criticism and refined performance. He specifically addressed the "indifferent" playing of his era, asserting that the inability to listen "continuously, completely, and critically" was the primary barrier to artistic progress.

By examining Shinn’s graduated exercises and his philosophical discussions contrasting "Knowledge Value" with "Training Value," this paper demonstrates how turn-of-the-century pedagogy anticipated current debates in cognitive science and music education. Shinn’s work reinforces the premise that disciplined listening is the "foundation stone" of all musical activity, bridging the gap between mental imagery and artistic performance.

Beim Vergleich von Gehörbildungs-Apps, Youtube-Kanälen und Online-Plattformen drängt sich der Eindruck auf, dass häufig vor allem die Inhalte angeboten werden, die sich leicht digital realisieren lassen. Untersucht werden unter anderem OMA, ear-training.org, Orlando, Musikalion, Musikum Salzburg, Teoria und Musikunterricht online.

Ausgehend von den didaktischen Fragestellungen nach dem Lernziel, der Zielgruppe, den Inhalten, den Methoden und den Lerngegenständen soll herausgearbeitet werden, was digitale Angebote spezifisch leisten könnten und sollten. An ausgewählten positiven Beispielen wird verdeutlicht, inwiefern dies schon der Fall ist. Andererseits wird benannt, welche Desiderate hier noch bestehen.