Musical literacy: Music as language

2015 ◽  
pp. 192-207
Author(s):  
Chris Philpott
Keyword(s):  
Musical Literacy

scholarly journals The status of chanting codices in the Serbian chant tradition

Muzikologija ◽  
2011 ◽  
pp. 39-52
Author(s):  
Vesna Peno
Keyword(s):  
Middle Ages ◽  
Primary Source ◽  
Objective Evaluation ◽  
The Status ◽  
Liturgical Practice ◽  
Musical Literacy ◽  
The Middle Ages

The status of chanting codices, which is directly associated with the phenomenon of musical literacy, is examined in this paper by means of the examples of a few scarce neumed manuscripts that represent a primary source for the reconstruction of the Serbian music past. The following reasons have been stated in the Serbian musicological literature as an explanation for the lack of a larger number of preserved neumed books: 1) melodies were transmitted orally, 2) an intensive liturgical practice, in which chanting had a primary place and 3) historical circumstances due to which manuscripts were exposed to decay. For the sake of an objective evaluation of the probable level of chanting skill in the Middle ages in Serbia, the aforementioned reasons have been reconsidered and revised.

Some issues in formal music education in Nigeria: A case study of Kwara State

2011 ◽  
Vol 28 (3) ◽  
pp. 353-370
Author(s):  
Austin Emielu
Keyword(s):  
Music Education ◽  
Delivery System ◽  
Public Perception ◽  
Musical Cultures ◽  
Vertical Relationship ◽  
The Subject ◽  
Education Delivery ◽  
Goals And Objectives ◽  
Musical Literacy

Every educational system has its goals and objectives, curricula and modes of implementation. There is however the need for periodic assessment and evaluation. Specifically, this research paper sets out to evaluate the success or otherwise of the music education delivery system in Kwara state of Nigeria and its implications for the goals of music education in Nigeria. Data were gathered primarily from field situations using empirical and deductive methodologies and secondarily from government publications and other publications related to the subject matter. The paper observes that the noble idea of bi-musicality, a concept that stresses musical literacy in both one's own culture and that of the West is hampered by lopsidedness, crisis of perspectives and inadequate resource materials and persons. There is also a structural defect in the vertical relationship between the various levels of music education in the state. The paper further identifies public perception of music as a Christian subject as one of the obstacles to an effective music education delivery system in Nigeria. The paper concludes that until significant musical theories and conceptual approaches emerge from extensive fieldwork into Nigeria's diverse musical cultures, it will be difficult to develop and sustain an authentic and functional music education framework in Nigeria.

Reading the Romancero: A journey from the score to the sound with a non-professional choir

2022 ◽  
pp. 030573562110420
Author(s):  
Aoife Hiney
Keyword(s):  
Hierarchical Structure ◽  
Musical Development ◽  
Collective Processes ◽  
Musical Interpretation ◽  
The Individual ◽  
Inclusive Processes ◽  
Personal Reflections ◽  
Musical Literacy ◽  
A Performance

This case study focuses on the processes involved in co-constructing an interpretation of Mario Castelnuovo-Tedesco’s Romancero Gitano with a non-professional choir. Rehearsals began in April 2018 and culminated with a performance in June 2018. In order to develop an understanding of the individual and collective processes involved, data were generated through autoethnography and journaling. These texts tracked our regular weekly rehearsals, any extra individual practice, and the performance experience. Seven journals were subsequently compiled and analyzed together with my autoethnography. The findings show that the bulk of the writings focused on technical questions like correctly executing the information contained in the score, with significantly fewer references to other aspects of musical interpretation, such as timbre, or personal reflections regarding our perception of the music and our journey in learning and performing the work. Furthermore, the texts reveal a hierarchical structure within the choir, especially related to perceived levels of musical literacy and/or institutionalized knowledge. In this article, I discuss the various experiences relating to the process of co-constructing a musical interpretation, together with the potential of journaling to develop reflexive, conscious, and inclusive processes of collective musical development within the context of a non-professional choir.

ICT IN THE MUSIC CLASSROOM. ACHIEVING MUSICAL LITERACY IN THE 21ST CENTURY

2017 ◽  
Author(s):  
Sara Román-García ◽  
Rocio Chao-Fernandez ◽  
Aurelio Chao-Fernandez
Keyword(s):  
21St Century ◽  
Music Classroom ◽  
Musical Literacy

Conclusion

2020 ◽  
pp. 281-286
Author(s):  
Rebecca Maloy
Keyword(s):  
Future Research ◽  
Biblical Exegesis ◽  
Words And Images ◽  
Relationship Of ◽  
The Relationship ◽  
Musical Literacy

This chapter provides a summary and conclusion for the book and explores some potential areas for future research. Through the education of clergy and laity, the bishops strove to create a Visigothic kingdom unified in the Nicene faith. The chant texts and melodies were carefully constructed to serve these ends. Liturgy and chant were a practical way of instilling doctrine and modeling biblical exegesis, as part of a cultural program that was at once theological and ideological. By the time of the surviving manuscripts with notation, the Iberian cantors had developed a distinctive culture of musical literacy, in which particular neumes and neume patterns signaled specific melodic functions. Through analysis of these neume shapes, I have posited a sophisticated melodic grammar that is closely tied to textual syntax and aural aspects of the text such as word accent and assonance. Strategic placement of melismas, cadences, and melodic repetition underlined words and images that were central to the text’s typological meaning or liturgical use. Finally, I have considered the relationship of the sacrificia to offertories in other liturgical traditions. Further reportorial, textual, and melodies parallels between Western chant repertories remain to be discovered and explored through similar methodologies.

Toward Real Musical Literacy

1960 ◽  
Vol 46 (5) ◽  
pp. 52-54
Author(s):  
Stuart J. Ling
Keyword(s):  
Musical Literacy

Musical Literacy

1990 ◽  
Vol 24 (1) ◽  
pp. 17 ◽  
Author(s):  
Jerrold Levinson
Keyword(s):  
Musical Literacy

scholarly journals Reaching the effective Music literacy: Kodaly methodEtkili müzikal okuryazarlığa ulaşmak: Kodaly yöntemi

2017 ◽  
Vol 14 (4) ◽  
pp. 4308
Author(s):  
Peyruze Rana Şimşek ◽  
Sermin Bilen
Keyword(s):  
Music Education ◽  
Teacher Candidates ◽  
Music Teacher ◽  
Early Music ◽  
Important Place ◽  
Kodaly Method ◽  
Hearing Ability ◽  
Method Integration ◽  
Music Methods ◽  
Musical Literacy

Kodaly method, which did not commonly used in Turkey and known less when compared to other music methods, is important and distinctive because of being a system instead of an approach. One of the most important factors creating this difference is Kodaly’s effectiveness on solmization education. This method’s effectiveness on range thinking and perceiving harmonic structure compared to classical solmization education is being supported by findings of varied studies. Kodaly method is a whole in which every need adressed meticulously and stages edited in order to fulfil indicated needs. Kodaly, which based on assumption that every individual’s instrument is her voice, emphasized the importance of active participation in music education, aimed to develop hearing ability and musical literacy, does have an important place in early music education. In music education, it is aimed to train individuals who have musical literacy from childhood to adulthood. Music educators’ and music teacher candidates’ knowledge and adoption of practices such as Kodaly method, integration of these practices with their prior knowledge and own methods, would help next generation to approach music and life more actively and lively. Therefore, aim of this study is to present knowledge about Kodaly method, philosophy and method tools and also present a sample solmization course prepared according to Kodaly systematic.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetÜlkemizde yaygın olarak kullanılmayan ve diğer müzik eğitimi yöntemleriyle kıyaslandığında daha az tanınan Kodaly yöntemi, bir yaklaşım değil, bir sistem olması nedeniyle farklılık ve önem taşır. Bu farklılığı yaratan en önemli unsurlardan biri, solfej eğitimi konusunda etkili olmasıdır. Yöntemin, aralık düşünme ve armonik yapıyı algılamada, klasik solfej eğitimine göre daha etkili olduğu çeşitli araştırma bulgularıyla da desteklenmiştir. Kodaly yöntemi, müzik öğrenimi yolunda her gereksinimin titizlikle belirlendiği ve bu gereksinimlere yanıt vermek üzere her aşamanın özenle kurgulandığı bir bütündür. Temel çalgısının her bireyin kendi sesi olduğu görüşü üzerine oturtulan, müzik eğitimine aktif katılımın öneminin her zaman vurgulandığı, işitme becerisinin geliştirilmesi ve müzikal okuryazarlığın artmasının amaçlandığı yöntemde, erken dönem müzik eğitimi önemli bir yer kaplar. Çocukluktan başlayıp yetişkinliğe kadar uzanarak müzikal anlamda okuryazar bireylerin yetiştirilmesi hedeflenir. Müzik eğitimcileri ve müzik öğretmeni adaylarının Kodaly yöntemi gibi uygulamaları tanıyarak ve benimseyerek kendi yöntemleri ve var olan bilgileriyle harmanlamaları, gelecek nesillerin müziğe, dolayısıyla yaşama daha aktif ve sevgi ile yaklaşmalarına yardımcı olabilir. Bu nedenle, bu çalışmada, Kodaly yöntemi, felsefesi ve yöntem araçları ile ilgili bilgilere yer verilmiş, solfej eğitimine katkıda bulunmak amacıyla Kodaly sistematiği gözetilerek örnek bir solfej dersi sunulmuştur.

scholarly journals SPECIFICITIES OF STIMULATING MUSICAL TALENT WITHIN FORMAL MUSICAL EDUCATION

2021 ◽  
pp. 065
Author(s):  
Igor Nikolić
Keyword(s):  
Music Education ◽  
Gifted And Talented ◽  
Professional Musicians ◽  
Musical Education ◽  
High Level ◽  
Level Of Motivation ◽  
Musical Literacy ◽  
Musical Activities

The authors studying gifted and talented persons agree that adequate boosting of their development requires either specialized curricula or adaptation of the existing ones by acceleration and/or differentiation. The paper focuses on the specificities of boosting talent for music, taking into account the organized system of formal music education in Serbia. A special attention is paid to solfege teaching, as it constitutes the basis of musical literacy of future professional musicians. It is presumed that the implementation of the procedures highlighted in the paper, coupled with a special attention paid to the problems of organizing the work with talented pupils and students can lead to a degree of development enabling them to participate in various musical activities with a high level of motivation and no fear of lacking skills. The paper also points to the need to stimulate musical talent according to the pupils' and students' individual abilities, and in line with the specificities of the chosen field of specialization.

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