Abstract
The growing archive of classical music recordings presents a double-edged sword. On one hand, the expressive performance variability captured on recordings offers a valuable creative resource for exploring alternative ways of interpreting repertoire and for widening appreciation of changing musical styles and performing practices. On the other hand, however, important questions arise about how such a resource can be better incorporated in the higher music education curriculum through constructivist pedagogies. This chapter presents a critical overview of the manifold benefits of listening to other aural models, like recordings, for musical development and self-regulated learning. Specifically, evidence-based recommendations for classical musicians' learning and creative processes are considered and discussed. The chapter concludes by proposing a holistic framework for embedding listening to recordings more firmly in creative pedagogies. This could be achieved by rethinking the role of purposeful listening for performance interpretation, widening the concept of creativity in classical music performance, and renewing pedagogic dialogue, tools and practices within music curricula.