How to use music scores in teaching and learning music?

This article studies how scores are used on teaching and learning music performance. After outlining the historical evolution of music scores as notational system or external representation, we assume that scores are representational objects whose function is to guide a sequence of actions in music performance Then we propose that scores may be processed according to three hierarchically ordered levels According to Postigo and Pozo (2000), on a first level of processing only explicit notation in the score will be learnt, while on higher levels the implicit structure in these notations will be processed and the conceptual relationships between that score and the student's previous musical knowledge will be established Based on these levels, the paper shows how music students being trained as teachers use the score, and finishes by reflecting about the implications on their future practice as teachers.