Skip to main content
×
Home

Writing about music: The selection and arrangement of notation in jazz students’ written texts

  • Jodie L. Martin (a1)
Abstract

Music notation is intrinsic in the composition and performance of Western art music and also in its analysis and research. The process of writing about music remains underexplored, in particular how excerpts of music notation are selected and arranged in a written text, and how that text describes and contextualises the excerpts. This article applies ‘semantic gravity’ from Legitimation Code Theory to characterise notational excerpts and their integration in a written text, by focusing on how closely they are connected to a particular performance or generalised across performances. It illustrates these concepts with case studies of tertiary students’ research projects to reveal how different purposes drive different notational usage when writing about music. This provides insight for music educators on how to support writing about music and the use of notational quotes.

Copyright
References
Hide All
BENEDICT C. L. (2012) Critical and transformative literacies: Music and general education. Theory Into Practice, 51 (3), 152158. doi:10.1080/00405841.2012.690293
GEORGIOU H., MATON K. & SHARMA M. (2014) Recovering knowledge for science education research: Exploring the ‘Icarus Effect’ in student work. Canadian Journal of Science, Mathematics and Technology Education, 14 (3), 252268.
GOULD E. (2009) Music education desire(ing): Language, literacy and lieder. Philosophy of Music Education Review, 17 (1), 4155.
HERBERT T. & ASSOCIATED BOARD OF THE ROYAL SCHOOLS OF MUSIC (2001) Music in Words: A Guide to Researching and Writing about Music. London: Associated Board of the Royal Schools of Music.
INGOLD R. & O'SULLIVAN D. (2017) Riding the waves to academic success, Modern English Teacher Magazine, 26 (2), 3943.
IRVINE D. (1968) Writing about Music: A Style Book for Reports and Theses (2nd Edn.) Seattle: University of Washington Press.
LAMONT A. & MATON K. (2008) Choosing music: Exploratory studies into the low uptake of music GCSE. British Journal of Music Education, 25 (3), 267282.
LAMONT A. & MATON K. (2010) Unpopular music: Beliefs and behaviours towards music in education. In Wright R. (Ed.), Sociology and music education, (pp. 6380). Basingstoke: Ashgate.
LILLIEDAHL J. (2013) Musik i (Ut)Bildning: Gränsdragningar och Inramningar i Läroplans(kon)texter för Gymnasieskolan [Music and the Pedagogic Discourse: Classifications and Framings of Relations to and within Curriculum for the Swedish Upper Secondary School]. PhD. Örebro University, Sweden.
MARTIN J. L. (2012). Language verbalising notation: An intersemiotic analysis of musical notation in student texts. Multimodal Communication, 1 (2), 147161.
MARTIN J. L. (2013). On Notes and Knowers: the Representation, Evaluation and Legitimation of Jazz. Unpublished doctoral thesis. University of Adelaide.
MARTIN J. L. (2014). Semiotic resources of music notation: Towards a multimodal analysis of musical notation in student texts. Semiotica: Journal of the International Association for Semiotic Studies/Revue de l'Association Internationale de Sémiotique, 2014 (200), 185201.
MARTIN J. L. (2016). Musicality and musicianship: Specialisation in jazz studies. In Maton K., Hood S. & Shay S. (Eds.), Knowledge-Building: Educational Studies in Legitimation Code Theory (pp. 193213). London: Routledge.
MATON K. (2013) Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24 (1), 822.
MATON K. (2014) Knowledge and Knowers: Towards a Realist Sociology of Education. London: Routledge.
METHENY P. (1989) Question and Answer. On Question and Answer. Germany: Geffen Records.
OWENS T. (2002) Analysing jazz. In Cooke M. & Horn D. (Eds.), The Cambridge Companion to Jazz (pp. 286297). Cambridge: Cambridge University Press.
PALTRIDGE B., STARFIELD S., RAVELLI L. & NICHOLSON S. (2012) Doctoral writing in the visual and performing arts: Two ends of a continuum. Studies in Higher Education, 37 (8), 9891003.
RAVELLI L., PALTRIDGE B. & STARFIELD S. (Eds.) (2014) Doctoral Writing in the Creative and Performing Arts. Farringdon, UK: Libri Publishing.
RICHARDSON S. (2015) Messing with the magic: Making the invisible visible by using LCT to analyse knowledge-building in jazz education. Seminar presented at LCT Roundtable, University of Sydney, August.
RODGERS R. & HART L. (2000) Bewitched. In Sher C. (Ed.), The Standards Real Book (pp. 55). California: Sher Music Company.
STARFIELD S., PALTRIDGE B. & RAVELLI L. J. (2012) ‘Why do we have to write?’: Practice-based theses in the visual and performing arts and the place of writing. In Bhatia V. J. & Berkenkotter C. (Eds.), Insights into academic genres (pp. 169190). Bern: Peter Lang.
SZENES E., TILAKARATNA N. & MATON K. (2015) The Knowledge Practices of Critical Thinking. In Davies M. & Barnett R. (Eds), The Palgrave Handbook of Critical Thinking in Higher Thinking (pp. 573591). London: Palgrave Macmillan.
WALLER D. (2010) Language Literacy and Music Literacy: A Pedagogical Asymmetry. Philosophy of Music Education Review, 18 (1), 2644.
WEEKES T. (2014) From Dot Points to Disciplinarity: The Theory and Practice of Disciplinary Literacies in Secondary Schooling. Unpublished PhD. University of New England, Australia.
WEEKES T. (2015a) Writing about the concepts of music for success in the HSC Aural Skills examination in NSW. Australian Journal of Music Education, 2015 (2), 204215.
WEEKES T. (2015b) Mastering musical meaning: Images as interpretive resources in multimodal music texts. Visual Communication, 15 (2), 221250.
WOLFE J. (2006) A musician's English: The challenge awaiting international students in tertiary music programs in Australia. TESOL in Context, 16 (1), 1825.
WOLFE J. (2007) ‘You'll Have to Start Early if You Want to be on Time for the F Sharp!’ Language and the Study of Music: Implications for International Students Studying In Tertiary Music Programs in Australia. In ISANA International Conference (pp. 17), Adelaide, Australia.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

British Journal of Music Education
  • ISSN: 0265-0517
  • EISSN: 1469-2104
  • URL: /core/journals/british-journal-of-music-education
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Full text views

Total number of HTML views: 1
Total number of PDF views: 8 *
Loading metrics...

Abstract views

Total abstract views: 104 *
Loading metrics...

* Views captured on Cambridge Core between 12th September 2017 - 13th December 2017. This data will be updated every 24 hours.