This research evaluates the effectiveness of a non-academic auditory technique or methodology for learning melodies, comparing it with conventional academic strategies. The study included 30 students split into two groups of 15 students each. The first group provided an auditory-based learning method focusing on ear training and melody reproduction on instruments such as the oud and saz, supported by two experienced non-academic musicians. The second group, also consisting of 15 students, pursued a traditional academic method with the help of two seasoned instructors, emphasizing theoretical elements and classical notation. During a period of six months, each group acquired different tunes. Two months later, the students were requested to perform five tunes. The initial group reached 85% proficiency, whereas the second group lagged behind and needed extra time. Two months later, the first group was still learning new tunes, while the second group was still struggling with the original songs. Six months later, additional data was gathered to back up the research with interviews, observations, and comparative methodology that included both quantitative and qualitative perspectives. Through interviews and scientific analysis, it was indicated that students in the first group not only learned melodies faster but also developed a better understanding of the academic aspects related to music. They were adept at reading and writing melodies, surpassing their peers in the second group, who received assistance from two academic teachers. This approach compares with language learning, proposing that comparable listening methods could be used for effective language instruction.

Keywords: learning techniques, Non- academic music education, listening-based learning, acquiring melodies, using solfège, training the ear, research comparing teaching methods.