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The Science & Psychology of Music PerformanceCreative Strategies for Teaching and Learning$
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Richard Parncutt and Gary McPherson

Print publication date: 2002

Print ISBN-13: 9780195138108

Published to Oxford Scholarship Online: October 2011

DOI: 10.1093/acprof:oso/9780195138108.001.0001

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From Sound to Sign

From Sound to Sign

Chapter:
(p.98) (p.99) 7 From Sound to Sign
Source:
The Science & Psychology of Music Performance
Author(s):

Gary E. McPherson

Alf Gabrielsson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195138108.003.0007

One of the most contentious issues in music pedagogy concerns when and how to introduce notation to a beginning instrumentalist. Most current teaching introduces musical notation very early in the process, perhaps because many teachers believe that beginners who are taught by ear will never reach the same level of reading proficiency as children who are introduced to notation from their earliest lessons. In contrast, proponents of the sound before sign approach argue that children will have difficulty learning to read notation unless their musical knowledge is sufficiently developed for them to be able to relate the sound of what they can already play with the symbols used to represent them. This chapter presents a review of literature resulting in the identification of six principles that can be used to develop the complex range of skills needed for a child to become musically literate. It argues that emphasizing notational skills too early can lead to a decreased sensitivity to the unified patterns that children spontaneously observe when listening to music. Stressing notation, with few opportunities to perform music by ear, or rote learning, with equally few opportunities to develop reading fluency, restricts overall musicianship and the types of skills needed for a musician to succeed long-term.

Keywords:   music pedagogy, musicianship, music education, notational skills

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