Supporting music literacy for all learners: Modeling modes of representation
Bernstorf, Elaine Vanausdall, Amanda Marie
Bernstorf, Elaine
Vanausdall, Amanda Marie
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2025
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Book chapter
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Citation
Bernstorf, Elaine, and Amanda M. Vanausdall, 'Supporting Music Literacy for All Learners: Modeling Modes of Representation', in Kimberly A. McCord, Cynthia Colwell, and Deborah VanderLinde (eds), Hard Questions, New Ideas, in Kimberly A. McCord, Cynthia Colwell, and Deborah VanderLinde (eds), The Oxford Handbook of Special Music Education and Music Therapy, Oxford Handbooks (2026; online edn, Oxford Academic, 19 Nov. 2025), https://doi.org/10.1093/oxfordhb/9780197757192.013.0017
Abstract
This chapter summarizes key components of communication and music literacy that the authors have found central to their approach to inclusive music education. Critical elements include the use of multiple modes of representation, the use of modality-based practices for disciplinary literacy development, and presentation structures that support a balanced approach using cognitive, psychomotor, and affective involvement for students. Musical concepts may be represented inclusively through body actions (enactively), graphic representations/images (iconic), and coded language (symbolic music notation). Professionals who understand these modes of representation may use them individually and in combination to support functional learning in inclusive musical contexts. © Oxford University Press 2025.
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Oxford University Press
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The Oxford Handbook of Special Music Education and Music Therapy