Philpott, Chris (2015) Musical literacy: Music as language. In: McPherson, Gary. E, (ed.) The Child as Musician: A Handbook of Musical Development. OUP, Oxford, pp. 192-207. ISBN 978-0198744443 (doi:https://doi.org/10.1093/acprof:oso/9780198744443.003.0010)

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Abstract

This chapter aims to develop a foundational conception of musical literacy during childhood that underpins all wider musical literacies. This is approached through an analysis of the fundamental ways in which music makes meaning (semiosis) and utilizes a notion of music as language. This conception of meaning making in music is characterized by dynamic and interpretive processes and where the body in the mind is central to being musically literate. Finally, this description of a foundational musical literacy for children is used to explore current issues and debates in music education, such as the relationship between intuitive and analytical literacies and implications for the developmental sequence of children’s musical learning.

Item Type:	Book Section
Uncontrolled Keywords:	Musical literacy, Music as language, Semiosis, Musical literacy, Intuitive, Analytical, Music learning
Subjects:	M Music and Books on Music > MT Musical instruction and study
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU) Faculty of Liberal Arts & Sciences > Centre for Applied Sociology Research (CASR)
Last Modified:	08 Jan 2022 00:04
URI:	http://gala.gre.ac.uk/id/eprint/17175

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