Musical Notation in Secondary Education: Some Aspects of Theory and Practice
Identifieur interne : 000434 ( Istex/Corpus ); précédent : 000433; suivant : 000435Musical Notation in Secondary Education: Some Aspects of Theory and Practice
Auteurs : Paul TerrySource :
- British Journal of Music Education [ 0265-0517 ] ; 1994-07.
Abstract
The teaching of musical notation is now a legal requirement of the National Curriculum for music in England and Wales. Far from settling the debate over the desirability, or otherwise, of teaching notation, this aspect of the legislation seems to make a review of the problem imperative. This article examines theories of music as a language analogous to the spoken or written word, and then considers the practical and sociological arguments for and against the teaching of staff notation.
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DOI: 10.1017/S0265051700000991
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J. Music. Ed.</title><idno type="pISSN">0265-0517</idno><idno type="eISSN">1469-2104</idno><idno type="publisher-id">BME</idno><imprint><publisher>Cambridge University Press</publisher><pubPlace>Cambridge, UK</pubPlace><date type="published" when="1994-07"></date><biblScope unit="volume">11</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="99">99</biblScope><biblScope unit="page" to="111">111</biblScope></imprint></monogr></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1994</date></creation><langUsage><language ident="en">en</language></langUsage><abstract style="normal"><p>The teaching of musical notation is now a legal requirement of the National Curriculum for music in England and Wales. Far from settling the debate over the desirability, or otherwise, of teaching notation, this aspect of the legislation seems to make a review of the problem imperative. This article examines theories of music as a language analogous to the spoken or written word, and then considers the practical and sociological arguments for and against the teaching of staff notation.</p></abstract></profileDesc><revisionDesc><change when="1994-07">Published</change></revisionDesc></teiHeader></istex:fulltextTEI></fulltext><metadata><istex:metadataXml wicri:clean="corpus cambridge not found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="US-ASCII"</istex:xmlDeclaration><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.2 20060430//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article dtd-version="2.2" article-type="research-article"><front><journal-meta><journal-id journal-id-type="publisher-id">BME</journal-id><journal-title>British Journal of Music Education</journal-title><abbrev-journal-title>Brit. J. Music. Ed.</abbrev-journal-title><issn pub-type="ppub">0265-0517</issn><issn pub-type="epub">1469-2104</issn><publisher><publisher-name>Cambridge University Press</publisher-name><publisher-loc>Cambridge, UK</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1017/S0265051700000991</article-id><article-id pub-id-type="pii">S0265051700000991</article-id><article-id pub-id-type="publisher-id">00099</article-id><title-group><article-title>Musical Notation in Secondary Education: Some Aspects of Theory and Practice</article-title><alt-title alt-title-type="left-running">Musical Notation in Secondary Education Paul Terry</alt-title><alt-title alt-title-type="right-running">Musical Notation in Secondary Education Paul Terry</alt-title></title-group><contrib-group><contrib><name><surname>Terry</surname><given-names>Paul</given-names></name></contrib></contrib-group><pub-date pub-type="ppub"><month>07</month><year>1994</year></pub-date><volume>11</volume><issue>2</issue><fpage seq="5">99</fpage><lpage>111</lpage><permissions><copyright-statement>Copyright © Cambridge University Press 1994</copyright-statement><copyright-year>1994</copyright-year><copyright-holder>Cambridge University Press</copyright-holder></permissions><abstract abstract-type="normal"><p>The teaching of musical notation is now a legal requirement of the National Curriculum for music in England and Wales. Far from settling the debate over the desirability, or otherwise, of teaching notation, this aspect of the legislation seems to make a review of the problem imperative.</p><p>This article examines theories of music as a language analogous to the spoken or written word, and then considers the practical and sociological arguments for and against the teaching of staff notation.</p></abstract><counts><page-count count="13"></page-count></counts><custom-meta-wrap><custom-meta><meta-name>pdf</meta-name><meta-value>S0265051700000991a.pdf</meta-value></custom-meta></custom-meta-wrap></article-meta></front><back><ref-list><title>References</title><ref><citation id="ref001" citation-type="book"><name><surname>Baker</surname><given-names>J.</given-names></name> (<year>1983</year>) James Baker, Schenkerian Analysis and Non-Tonal Music in <name><surname>Beach</surname><given-names>David</given-names></name> (ed.), <source>Aspects of Schenkerian Theory</source>, <publisher-loc>New Haven</publisher-loc>, <publisher-name>Yale University Press</publisher-name>.</citation></ref><ref><citation id="ref002" citation-type="book"><name><surname>Borchgrevink</surname><given-names>H. 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A sociology of musical languages</source>, <publisher-loc>London</publisher-loc>, <publisher-name>Latimer New Dimensions</publisher-name>.</citation></ref><ref><citation id="ref031" citation-type="book"><name><surname>Xenakis</surname><given-names>I.</given-names></name> (<year>1971</year>) <source>Formalized Music</source>, translated by <name><surname>Challifour</surname><given-names>John</given-names><prefix>Mr & Mrs</prefix></name>, <publisher-loc>Bloomington & London</publisher-loc>, <publisher-name>Indiana University Press</publisher-name>.</citation></ref></ref-list></back></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo><title>Musical Notation in Secondary Education: Some Aspects of Theory and Practice</title></titleInfo><titleInfo type="alternative"><title>Musical Notation in Secondary Education Paul Terry</title></titleInfo><titleInfo type="alternative" contentType="CDATA"><title>Musical Notation in Secondary Education: Some Aspects of Theory and Practice</title></titleInfo><name type="personal"><namePart type="given">Paul</namePart><namePart type="family">Terry</namePart><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-1JC4F85T-7">research-article</genre><originInfo><publisher>Cambridge University Press</publisher><place><placeTerm type="text">Cambridge, UK</placeTerm></place><dateIssued encoding="w3cdtf">1994-07</dateIssued><copyrightDate encoding="w3cdtf">1994</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><abstract type="normal">The teaching of musical notation is now a legal requirement of the National Curriculum for music in England and Wales. 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