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Representation, cognition, and communication: invented notation in children's musical communication

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Barrett, MS (2005) Representation, cognition, and communication: invented notation in children's musical communication. In: Musical Communication. Oxford University Press, Oxford, pp. 117-142. ISBN 0-19-852935-X

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Abstract

In a text that seeks to explore the topic of'musical communication' it seems
sensible to devote some thought to the role and function of music notation in
musical communication. In this chapter I shall examine the communicative
role of invented notation in children's musical experience. The study of
children's invented notation has sparked considerable interest in recent years.
Researchers have explored (he signs and symbols children employ when
inventing notations, speculated on 'what' is communicated in children's
invented notations, and suggested developmental trajectories in musical
cognition from the study of children's invented notations. In this chapter I shall:
provide an overview of research in the realm of children's thinking as users of
invented notation; examine the communicative role of invented notations as
initiation into the use of conventional symbolic systems and/or externaltzation
of musical thinking; and explore the potential relationship of invented notation
to other forms of sign-making activity (drawing, writing, using mathematical
symbols).

Item Type: Book Section
Publisher: Oxford University Press
Page Range: pp. 117-142
Date Deposited: 27 Sep 2007
Last Modified: 01 Apr 2015 02:02
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