Proposal for melody reading and writing
DOI:
https://doi.org/10.11606/issn.2316-9125.v0i22p96-101Keywords:
teaching, writing, psycholinguistics, child, musicAbstract
The article describes and analyzes, based on a psycholinguistic view, the experience of teaching melodic musical notation to a group of children aged four to seven years in a musical initiation course. The work began with the kids listening to popular child songs, with melodic corporal interpretation of the songs and with free or guided arrangements or songs reading/writing. It used musical notion as a language and not as a technique and conclude that, by this, the music class became a space and a means for the children to manifest emotions and sensibility.
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