Abstract

The first part of the article outlines a typology of music review and essay based on the degree of assumption required of the reader and the author's ability/will to address non-experts. The second part illustrates examples of musical teaching and essays suitable for those who cannot read music. In the third part the role of metaphor in addressing musicological subjects is explained, and some linguistic and stylistic features (aulicisms) peculiar to writing on music are exemplified.

Full Text
Published version (Free)

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