One of the challenges of the contemporary educational musical context is the urgency of building and developing a multidisciplinary and multidimensional vision that can, on the one hand, contribute to the overcoming of fragmented pedagogical practices of the context and musical syntax, and, on the other hand, contextualize and develop a set of auditory, cognitive and expressive abilities. This fact is observed in the pedagogical practices of the curricular units associated to the construction and development of the musical formation of the individuals, whose paradigms are based on the technical-expressive development, isolation of fundamental elements of the musical syntax and lag between contemporary production and its teaching processes and learning. Based on the relevance and contemporaneousness of these pedagogical practices in the current context, an experimental, methodological approach was developed to verify if the implementation of a multidimensional and multidimensional model of auditory education affects performance improvement and understanding. This empirical research was developed in a context of Higher Education, using an experimental, methodological line, with a control group with pre-test and post-test. From the analysis and interpretation of the results emerge indicators that the teaching and learning process is based on the Multidimensional Model of Auditory Education, contributes to the development of learning and recognition of elements (rhythmic and metrical structure, melodic and harmonic organization, expressive elements and stylistic and instrumental diversity) fundamental in the understanding of musical syntax.
