Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE (www.oxfordhandbooks.com). © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 15 November 2018

Abstract and Keywords

This chapter argues that music teachers should focus less on having students become readers and writers of standard music notation (i.e., literacy) and more on teaching whatever music “language skills” will allow them to freely communicate their ideas in music—that is, to have them become fluent in the language of music. The chapter also demonstrates how, when using software to facilitate music creation teaching, the piano keyboard and various graphical visualizations of sound help to teach and understand chord progressions, accompaniment patterns, bass lines from chords, melody writing, and music theory in ways more meaningful than traditional instruction. Through the intelligent use of technology, students who have never played piano or studied another instrument suddenly create, of their own volition, music of increasing sophistication.

Keywords: music fluency, music literacy, composition, music theory, technology, notation, piano

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.