ABSTRACT
Music involves the use of sound and silence to create meaning for a listener. The ways in which composers of music express their ideas can be diverse. Both composers and performers show how meaning-making resources in music are varied. Such literacies are shaped by the social and cultural context where the creating occurs (Barton, 2018). These literate practices involve a range of modes including aural, visual, if music is written and/or recorded on paper or other device, language/linguistic, gestural and spatial, throughout the creation process. This chapter will share classroom examples that highlight music teachers’ capacities to build students’ field knowledge about specific music genres as well as teach performance techniques. Different music-literacies are showcased to illuminate the diversity of music practices in the classroom setting and beyond schooling contexts.
