Musical notation: code or representation system? Psychological and educational implications

Abstract

 The article proposes a review of some assumptions and beliefs that support instrumental teaching, mediated by teaching methods, and audio perception, mediated by ear development. It is proposed that both disciplines have conceptualized musical notation as a code, limiting their possibilities and reducing their teaching to a technique. On the contrary, it is suggested to think of musical notation as a system of representation with the consequences that imply it.