000			02021nab a2200217 c 4500
001			myd_95133
003			ES-MaCDM
005			20240917124659.0
008			181003s2019 enk||||fr 00| u|eng u
040			_aES-MaCDM
100	1		_aBowring, Lynette _9141371
245	1		_aNotation as a transformative technology: _borality, literacy and early modern instrumentalists/ _cLynette Bowring
260			_aLondon; Oxford: _bOxford University Press, _c2019
300			_cpáginas
336			_aTexto (visual)
337			_asin mediación
520			_aLearning to read and write music can be a transformative experience, opening up new avenues for performance and composition, and inviting the use of different creative processes. For many professional ensemble instrumentalists, particularly those who played wind and bowed-stringef instruments, a transition from traditional oral practices to widespread reading and writing of notation happened only gradually, with some oral practices persisting into the 16th century. By the early Baroque period, some benefits of literacy were being felt by these instrumentalists, since they could write down their music in precise notation and have it published for wider dissemination. In this article the author argues that this growth in musical literacy, and the text-based pedagogical methods of a literate age, had a considerable impact upon the idiomatic instrumental music of the stile moderno. New notations of previously oral traditions produced a more methodical understanding of improvisatory and ornamental idioms, and the creation of compositions using writing encouraged the detailed notation of an idiomatic instrumental style. Drawing on research into orality and literacy in language, the author assesses musical literacy as a tool that shaped the creative acts of instrumentalists and helped them to develop new compositional identities.
773	0		_tEarly Music _072886 _wmyd_16029 _gVol. 47, núm. 2,May. 2019, p.
903			_a95133 _b95133
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