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Child Language Teaching and Therapy
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Musical notation and multisensory learning

Margaret Hubicki

Royal Academy of Music, London

T.R. Miles

University College of North Wales, Bangor

A distinction is drawn between MUSIC (that is, the SOUND of music) and MUSICAL NOTATION. A summary is then provided of the main features of musical notation which have to be mastered if music is to be written down and read. This is followed by an indication of some of the difficulties which learners have been found to experience. Next comes an account of Colour Staff (a set of materials designed to overcome these difficulties) and some suggestions as to ways in which it might be used, the emphasis being on its flexibility. The final section calls attention to parallels between the teaching of music, the teaching of literacy, and the teaching of mathematics: in all three cases 'doing' should precede discussion of notation; the pupil should be shown regularities and patterns, and the approach should be multisensory.

Child Language Teaching and Therapy, Vol. 7, No. 1, 61-78 (1991)
DOI: 10.1177/026565909100700104
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T.R. Miles
Dyslexia: the current status of the term, II
Child Language Teaching and Therapy, February 1, 1995; 11(1): 23 - 33.
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