It was generalized audiation is essential for music preference (which comprises

creativity
and improvisation) and, thus, audiation is fundamental to both music aptitude and,
necessarily, music achievement. It is the wellspring of a sequential music
curriculum. To
create and improvise is to be able to audiate in a unique manner. That is, students
hear
what they intend to notate or perform before they notate or perform it. Less
constitutes, at
best, mere exploration. It seems a student cannot be taught to function at high
levels of
music; the best a teacher can do is provide students with readiness to learn by
themselves
to create and improvise. Students need vocabularies of tonal patterns and rhythm
patterns
to create and improvise and for distinguishing among tonalities and meters. Those
concepts ultimately gave rise to the dichotomy of discrimination learning and
inference
learning, the former serving as sequential readiness for the latter in music
learning theory.
Teachers teach and students learn