Métalangage et représentation graphique comme manifestations de la représentation mentale de la musique
María Guadalupe Segalerba · 2005
Our purpose is here to observe the verbal & graphical representations of a melody as the image of its mental representation: verbal & graphical representations of the melody are considered here as tools enabling us to detect the evidence of a cognitive process. The teaching of the melody notation is studied in two different educational situations: within general musical teaching and in a music school. With not-musicians children, meta-language should be considered as a complement of the spontaneous graphical expressions that emerge following a short musical piece. We will characterize the degree of inscription in temporality of these spontaneous graphical expressions. With children of music schools, such a meta-language is considered as a mediator allowing an easier resolution of the tasks required by musical teaching. We therefore develop the idea that the existence of such a mental representation of the melody, which takes support on a verbal representation (meta-language), improves the efficiency of the teaching of musical notation. This process facilitates the transition of a primary mode of musical knowledge, (vocal execution) to a graphical representation of the music.