Music Literacy - who needs it?

Music literacy is not a part of the UK school Music curriculum and consequently, is no longer taught in schools and if you are thinking of doing an Advanced Higher in Music, you can certainly get by without it. There will of course be teachers who take literacy seriously and engage learners in some level of music reading and writing, but on the whole, Music education has been eroded to such an extent that for most, you have to pay for private lessons if you want to make meaningful progress and include literacy in your Music learning.

Even at a rudimentary level, being musically literate can unlock the inner workings of a subject that might otherwise seem overwhelming. Under the supervision of an experienced teacher, you can learn to read simple rhythm and melody very quickly and develop this ability over time. From the outset, reading notation provides a way to visualise rhythm and pitch, develop ear–eye awareness and gain an appreciation of structure in Music. It becomes possible to and make sense of music in a way that cannot be achieved without Music literacy.

The physical act of writing music notation naturally follows on from reading, and typically, this may begin with copying down rhythmic or melodic ideas. Next, a student might be encouraged to compose a response to a given phrase or attempt a simple transcription. When music literacy is taught in a progressive, creative way, questions come up as a matter of course that ultimately, enable the student to learn what is required to communicate in a coherent musical way. This is particularly true where an element of spontaneity is integral to the process.

For many, the real magic begins when, in combination with a fundamental ability to read and write, access to a musical instrument becomes an option. Any hands-on instrumental experience brings a new physical dimension where action translates into sound in an immediate and undeniably primitive way. This not only brings about a deeper understanding of how the practical aspects of Music work, but also opens the door to Music–making that can take place in a variety of contexts, perhaps through exploratory play with friends or in a more formal group setting.

Crucially, group music–making requires participants to adapt to a specific role that requires a balance of performing and listening if the group is to function successfully. Where Music reading is a central part of the process, the shared ability to work with notation brings about a common sense of purpose and understanding. Like any other language, this long–established method of communication allows for an increasingly nuanced message to be delivered and understood as the user develops their level of proficiency through experience.

On the question of whether or not you need Music literacy, it’s definitely a personal choice dependent upon what you are aiming to achieve. Being Music–literate means you can look at a piece of sheet music and tap out the rhythm, maybe play it on an instrument, or even hear it in your head and this will certainly be useful if you take an active role in practical Music–making. More importantly, whether you learn to play an instrumental or not, learning to read and write music can be a transformational experience and offer a way into music, musical thinking and understanding.