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

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

2 Citations (Scopus)

Abstract

This chapter examines the communicative role of invented notation in children's experiences. It provides an overview of research in children's thinking as users of invented notation; examines the communicative role of invented notation as initiation into the use of conventional symbolic systems and/or externalization of musical thinking; and explores the potential relationship of invented notation to other forms of sign-making activity (drawing, writing, using mathematical symbols). To provide a context for the discussions some of the roles of notation in musical communication in the broader context of western music are briefly examined.

Original languageEnglish
Title of host publicationMusical Communication
EditorsDorothy Miell, Raymond MacDonald, David J. Hargreaves
Place of PublicationOxford UK
PublisherOxford University Press, USA
Chapter6
ISBN (Electronic)9780191689628
ISBN (Print)9780198529361
DOIs
Publication statusPublished - 22 Mar 2012
Externally publishedYes

Keywords

  • Children's experiences
  • Invented notation
  • Music notations
  • Musical communication
  • Musical thinking
  • Sign-making activity

Cite this

Barrett, M. S. (2012). Representation, cognition, and communication: Invented notation in children's musical communication. In D. Miell, R. MacDonald, & D. J. Hargreaves (Eds.), Musical Communication Oxford University Press, USA. https://doi.org/10.1093/acprof:oso/9780198529361.003.0006