Hearing is a way of fundamental knowledge in the formation of composers and arrangers. What is to be learned through hearing and what auditory skills are to be developed during that process? The aim of this paper is to characterize musical hearing in courses of the Emphasis on composition and arrangement of the Musical Arts Curriculum at Francisco Jose de Caldas University. The methodology uses a mixed approach. The quantitative analysis provided information under categories such as function, content and materials, all associated with hearing practices. Qualitative analysis enriched the definitions of concepts around hearing from the perspective of teachers, allowing auditory practices to be related with trans-domain mapping processes, and with composition and arrangements as a means of musical knowledge. We found that in addition to the propositional knowledge that supports composition, another experiential element gives unique character and value to the musical work.