From orality to literacy: negotiating musical transmission in the Christmas bands in the Western Cape, South Africa

Abstract

This article considers various musical literacies currently practised by the Christmas bands of the Western Cape, South Africa, transitioning from an essentially oral practice to a literate one. Historically, band repertoire was learnt orally and generationally, ensuring the preservation of a locally distinctive band sound. The article investigates whether this unique sound is compromised by the adoption of newer teaching methods attached to reading staff notation and the inclusion of university-trained musicians as instructors and directors of the bands.