Published in Music in Antiquity, Middle Ages & Renaissance

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03._julietacardigni.pdf

The present paper aims to analyze the didactic features present in two Carolingian writings about music: Musica and Scolia Enchiriadis, from 9th century. Traditionally transmitted and read together, these treatises contain some of the earliest medieval reflections on polyphony, modal theory, and musical training. In addition, Musica and Scolica Enchiriadis show how the Ars Musica turns into a performative notion, while still trying to be part –at least formally– of the tradition of speculative music and the harmonia mundi. In the context of the Carolingian reforms, Music seems to be acquiring a more practical dimension, according to the needs of homogenization of Liturgy accomplished throughout the Empire. This dimension, which of course had always existed as a performative aspect of Music, needs now to be theorized and systematized for its transmission. In his attempt to teach the –until then– oral knowledge about singing, the anonymous writer(s) of Musica and Scolica Enchiriadis needs not only to explain the new concepts, but also to create a common language to accomplish this task. The result of this intent is one of the first musical notation systems which, though not of great further impact as a means of transmission, gives us however a glimpse to the metalinguistic process of creating a musical language. Departing from Discourse Analysis, we will trace and analyze these didactic strategies and resources, with the purpose of delineating the didactic project of both treatises.