Abstract
Music notation is a page-based multisemiotic resource for making meaning. I situate the use of music notation within the broader context of what music performance students are required to do. I briefly describe the various ways in which music notation constructs meaning. I present and describe examples from student texts to demonstrate how music notation and linguistic text work together, drawing on Royce's (1998) framework to demonstrate how meaning relations contribute to the structure and meaning-making of the text. This study draws on research into music discourse through the case studies of Honors Jazz Performance student research projects.
About the author
Jodie Martin (b. 1983) is a PhD graduate at the University of Adelaide 〈jodie.martin@adelaide.edu.au〉. Her research interests include Systemic Functional Linguistics, Legitimation Code Theory, multimodality, and Appraisal theory. Her publications include “Instantiation, realisation and multimodal musical semantic waves” (2012); “The Jazz is strong in this one: Presentation and positioning of knowers in performance student texts” (2012); and “Language verbalising notation: An intersemiotic analysis of musical notation in student texts” (2012).
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