Overview Notation

Didactical commentary:

The cognitive stage of a school-aged child allows him/her to begin developing an understanding of symbols. The pre-school child perceives aural and visual figures globally, meaning holistically. It gradually becomes possible to deconstruct words, melodies, or visual figures into smaller components. Abstract figures are almost always put into a concrete context, i.e. connected to a content or image. Only from about seven years old on are children able to reconstruct geometrical patterns in a way that shows their understanding of the individual components and their interrelation. The use of our highly complex and visually differentiated notation system in early instrumental teaching needs to be placed in context with these insights from developmental psychology.

Responsible teaching geared towards children must not have at its center the understanding of note values, pitch symbolism and other signs. Early instrumental teaching appropriate for children allows for holistic experiences with music and the instrument. Therefore early recorder teaching works primarily without notated music. The making of and listening to music is at the center of this approach. After the musical experience follows cognition and recognition. Only then the abstract notation symbols can be gradually deciphered.

With this in mind we do confront the child from the very beginning with the complex notation visuals (and not with “child-like”, mutilated simplifications), just as the child is confronted with complex forms in his/her real surroundings in every stage of his/her development, that are only gradually starting to make sense. However, the child does not play from notation. Specific exercises and games that acknowledge the cognitive abilities of the child enable the transition to note symbols and the orientation within the music staff. The child gradually deciphers notation. Recognition will take place in many different, constantly refining instances. In the first year of teaching this process is only being introduced (also see the chapter on rhythmic training).

Exercises from other focus areas lay the basis for visual, concrete forms of notating musical processes:

Fingering repertoire Nr. 2

Tone quality Nr. 1, 2, 4, 9, 11

Articulation Nr. 6, 7

	Notation 1^st grade writing first patterns on the line system Jumping squares music staff Dice music staff b, a, g music staff All mallets in the air music staff Creating melodies Orientation in the music staff/rhythm Guessing game note names, rhythmus in the music staff Didactical commentary: The cognitive stage of a school-aged child allows him/her to begin developing an understanding of symbols. The pre-school child perceives aural and visual figures globally, meaning holistically. It gradually becomes possible to deconstruct words, melodies, or visual figures into smaller components. Abstract figures are almost always put into a concrete context, i.e. connected to a content or image. Only from about seven years old on are children able to reconstruct geometrical patterns in a way that shows their understanding of the individual components and their interrelation. The use of our highly complex and visually differentiated notation system in early instrumental teaching needs to be placed in context with these insights from developmental psychology. Responsible teaching geared towards children must not have at its center the understanding of note values, pitch symbolism and other signs. Early instrumental teaching appropriate for children allows for holistic experiences with music and the instrument. Therefore early recorder teaching works primarily without notated music. The making of and listening to music is at the center of this approach. After the musical experience follows cognition and recognition. Only then the abstract notation symbols can be gradually deciphered. With this in mind we do confront the child from the very beginning with the complex notation visuals (and not with “child-like”, mutilated simplifications), just as the child is confronted with complex forms in his/her real surroundings in every stage of his/her development, that are only gradually starting to make sense. However, the child does not play from notation. Specific exercises and games that acknowledge the cognitive abilities of the child enable the transition to note symbols and the orientation within the music staff. The child gradually deciphers notation. Recognition will take place in many different, constantly refining instances. In the first year of teaching this process is only being introduced (also see the chapter on rhythmic training). Exercises from other focus areas lay the basis for visual, concrete forms of notating musical processes: Fingering repertoire Nr. 2 Tone quality Nr. 1, 2, 4, 9, 11 Articulation Nr. 6, 7