Hvordan kan kunnskap om tekstlesing og lese- og skriveopplæring i grunnskolen brukes i noteopplæring på nybegynnernivå?

Abstract

How can knowledge about language learning and teaching be used to enhance the study of music reading at the beginner level? This theoretical article aims to discuss the possibility of using teaching methods for reading and writing used in Norwegian primary schools for teaching literacy for music notation to instrumental pupils at the beginner level, focusing on western tonal music. Language and music reading have much in common as cognitive processes. However, comparison of methods for teaching how to read language and music shows several fundamental differences. They relate to the emphasis on various methodological elements, progression in the introduction of new symbols and choice of the activities used in the teaching/learning process. The article describes musical and linguistic syntax, acquisition of reading skill as a cognitive activity, and compares popular method books for teaching reading text and music in Norway. In the discussion section it is argued that the teaching activities that use writing music, experiencing various elements of music as sound before introducing musical notation and introducing basic knowledge about harmony, as well as adjusting of layout in the books for beginners, will have a positive effect on sight-reading at the beginner level.

Keywords

• instrumental beginners
• music reading
• teaching methods
• text reading