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ERIC Number: EJ892804
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1063-5734
Language Literacy and Music Literacy: A Pedagogical Asymmetry
Waller, David
Philosophy of Music Education Review, v18 n1 p26-44 Spr 2010
Music education discourse is marked by frequent comparisons of music to language, and of music notation to written language. However, the role played by writing, as opposed to reading, is often overlooked in that discourse, as well as in classroom practices and workbooks. Consequently, far too many students can read music notation but not write it. Failing to achieve full literacy in their field, they develop a habit of deference toward printed music. Plato argues in the Phaedrus that we should not take that which is written too seriously. Letting students write music will help them to achieve the perspective of Plato--himself a writer.
Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: http://www.iupress.indiana.edu/catalog/index.php?cPath=519_701
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A