ABSTRACT
This chapter provides some background regarding how performance is currently treated in music education and discusses what the present literacy lens may add to the discussion. It also provides examples of how these ideas may be applied to music teaching practice. The chapter addresses the "whys" and "hows" of enhancing performer-oriented literacy instruction. It shows how the literacy lens can have a clarifying effect on instructional goals, how it can help teachers reframe performance issues in terms of literacy, and how teachers can embrace the embodied nature of musical engagement. The literacy lens may help teachers deal with struggling students. The literacy lens helps Mr. Chung identify what students need to learn in order to respond more effectively to his demonstrations. The chapter focuses on the other sources of performing content that the author counting as text: the instrument, surrounding sounds in an ensemble, conducting gesture, musical modeling, and musical presentations.
