Citation: Elkoshi, R. (2004, September 10).
Is music "colorful"?
A study of the effects of age and musical
literacy on children's notational color expressions.
International Journal of Education
and the Arts. 5(2). Retrieved [Date]
This eight-year study represents a pioneering effort to
investigate color expression in children’s graphic
notations at two stages of development:
“Pre-literate” (age: 7.0-8.5), before students
received school music instruction, and
“Post-literate” (age: 14.0-15.5), three years after
students acquired Standard Notation in school, and to consider
the effects of age and musical literacy on notational color
expressions. Two meetings with Israeli/Jewish schoolchildren were
held along a course of eight years: The first meeting with 46
second-graders (1995); the second meeting with 33 ninth-graders
(2003). Of these, 17 students participated in two meetings. All
participants acquired Standard Notation in their sixth-grade. In
each meeting, subjects performed a musical phrase called
“Timbre”, represented it graphically and explained
their notations. Seventy-nine notations were collected and
analyzed by MSC (Morphological, Structural, Conceptual)
method of interpretation (Elkoshi, 2000, 2002, 2004). Based on
MSC, notations were classified under four categories: A
(Association), P (Pictogram), F (Formal
response), and G(Gestalt expression). Results show that
the conceptual sub-division of the musical phrase into
fragments (G) is color related, whereas the conceptual
perception of the chronological sequence (F) is shape rather
than color related. Associations (including Synesthesia)
is probably age related. Post-literate notational color
expressions were not affected by musical literacy.