Abstract
In recent years there have been many calls to rethink the central place of common notation in music education, but it can be difficult to decide whether or how to change this fundamental aspect of pedagogy. The usefulness of various means of representing music depends on the specifics of the educational situation, including the music concepts and traditions being studied, instruments used, curriculum goals and even budget. A recent study of adult online learners highlighted the affordances of the open Internet in providing resources that allow teachers and students to move more freely among the various ways of representing music and to choose the most appropriate for each occasion, with opportunities for valuable music learning intrinsic in the process. Theoretical and pragmatic grounds for adopting a more open approach to music representation are discussed, as well as concerns and challenges.
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