Music literacies: Teaching diversity

Music literacy continues to be widely equated with competency in decoding staff notation, despite longstanding expansion of the term's range outside of music. Additionally, aesthetic literacy has made some inroads into thinking about literacy in music education. However, the primacy of staff notation in conceptions of literacy can dull perception of the diversity of priorities in different genres, and overlook the complexity and pluralism of competencies in reading and writing representations of music in contemporary contexts. The chapter examines these issues in light of student experiences of a music theory course that attempts to reflect the multiplicity of contemporary literacies