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 language | English |
|---|---|
| Title of host publication | Musical Communication |
| Editors | Dorothy Miell, Raymond MacDonald, David J. Hargreaves |
| Place of Publication | Oxford UK |
| Publisher | Oxford University Press, USA |
| Chapter | 6 |
| ISBN (Electronic) | 9780191689628 |
| ISBN (Print) | 9780198529361 |
| DOIs | |
| Publication status | Published - 22 Mar 2012 |
| Externally published | Yes |
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