Music literacies: Teaching diversity

Davidson, Robert (2014). Music literacies: Teaching diversity. In Literacy in the arts: Retheorising learning and Teaching (pp. 161-173) New York, NY United States: Springer. doi:10.1007/978-3-319-04846-8_10


Author Davidson, Robert
Title of chapter Music literacies: Teaching diversity
Title of book Literacy in the arts: Retheorising learning and Teaching
Place of Publication New York, NY United States
Publisher Springer
Publication Year 2014
Sub-type Research book chapter (original research)
DOI 10.1007/978-3-319-04846-8_10
Year available 2014
ISBN 9783319048468
9783319048451
Chapter number 10
Start page 161
End page 173
Total pages 13
Total chapters 17
Language eng
Formatted Abstract/Summary
Music literacy continues to be widely equated with competency in decoding staff notation, despite longstanding expansion of the term’s range outside of music. Additionally, aesthetic literacy has made some inroads into thinking about literacy in music education. However, the primacy of staff notation in conceptions of literacy can dull perception of the diversity of priorities in different genres, and overlook the complexity and pluralism of competencies in reading and writing representations of music in contemporary contexts. The chapter examines these issues in light of student experiences of a music theory course that attempts to reflect the multiplicity of contemporary literacies.
Keyword Literacy
Music literacy
Notations
Musicianship
Music education
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2015 Collection
School of Music Publications
 
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Created: Tue, 31 Mar 2015, 16:48:45 EST by Dr Robert Davidson on behalf of School of Music