ABSTRACT
This chapter focuses on the literacy event on the practice of enhancing performing interactions in the general music setting, a setting where performing can be an inadequately developed music literacy process if teachers see the class as an alternative to performing. But whether in general music or in ensemble classes where music performance instruction is well developed, seeing the processes, texts, and literacies clearly enhances instruction as teachers conceive of learning in terms of literacy rather than merely in terms of skill. Performing literacies involve negotiating and creating texts in ways that are appropriate in musical performance. More specifically, performing literacies are characterized by the ability to interact effectively with texts that are commonly encountered while learning to perform, such as musical instruments, musical notation, conductors, musical models, and surrounding ensemble performance. Sophisticated interactions with each of these texts require instruction, practice, and abundant repetitive experiences to develop the finely honed awareness and skills crucial to success.
