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.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.