MUSIC IS FOR EVERYBODY

International Journal of Technology and Inclusive Education, 2017

This work is based on a dissertation in progress aiming to investigate possibilities of musical education for the development of musicality of the deaf people, considering their culture. The representation of music in contemporary society carries with it traces of its design based on a series of ideas and ideals that include a music to be heard, being this one of the numerous possibilities this individual has to perceive it. Considering the individual as an intellect-affect unit, based on the historical-cultural perspective of Vygotsky, we have as a source of research to understand this individual in his entirety and, therefore, to perceive him in the wholeness and interaction of his senses. Here we seek to understand these possibilities by means of sensory ethnography, which considers the interconnectivity of the senses in the individual, arguing that they are not disjoined, but interconnected.

University and institutional scientific research: Collective monograph , 2022

Scientific research highlights the importance of music and the extend of its positive impact on the personality of individuals with hearing impairment throughout their lifelong development. The possibilities of perceiving music through compensatory aids, playing musical instruments, vocal intervention and rhythmic-motor education are part of a more comprehensive mapping of music impact to the life quality of individuals with hearing impairment. Attention is also given to the extent of music therapy for the development of hearing and spoken language skills. We suggest, however, that although in some cases music could be used in special education interventions for individuals with hearing impairment during childhood, it is gradually disappearing from their lives as it has already fulfilled its supportive role in the acquisition of spoken language. In the research findings we offer an elaboration of the interviews of four participants with hearing impairment, who confirm through their experiences that music has positively influenced their life and their personal development. The participants actively listen to music, play musical instruments even after completing music therapy and music education, and they also form currently an important part of their leisure time activities. Keywords: hearing impairment, compensatory aid, music education, music therapy, quality of life University and institutional scientific research [elektronický dokument] : collective monograph. - : 1. vyd. ISBN 978-3-200-08879-5. - Viedeň : Institut für Intellektuelle Integration, 2022. - S. 101-119 [online]

This research aims to give insight on the problems that Deaf people encounters that Physically normal people don't usually notice.

Music is beyond vital; music is deeply powerful and influential. A whisper of music has enough power to cause seismic waves to be felt throughout the world. Thus, this leads me to question: Has the cultural Deaf community been missing out on something? First, I will discuss how history reveals how powerful music is and then I will explore music in light of Deaf culture.

European Journal of Education Studies , 2019

In the framework of this paper, we develop indicatively a teaching example of children with special educational needs and difficulties in their social adjustment, the children with Williams syndrome. The aim of this article is to present a brief literature review of the influence of music education as a new challenge of lifelong special and inclusive education. We will focus on the Williams syndrome, in which the aim of smooth growth and inclusion is achieved more effectively through the influence of music. The cognitive contrasts, which the people with Williams syndrome present, worry scholars and educators. The result is the education of these people to often focus on their weaknesses, e.g. cognitive tests in problem solving and not on their talents e.g. communication, music. However, when these people are approached educationally and therapeutically through their abilities-and not through their any weaknesses, then another perspective of special education and training emerges, that of the development of talents. In this, the educational environment can play a major part and the aims which is called to serve. When an educational environment is a pleasing and interesting challenge, then it acts as a framework of creativity and activation of any auspices and talents of the people with Williams syndrome. In conclusion, the coupling of knowledge and experience emerges as the main methodological and pedagogical objective, as the student with special needs is facilitated towards a process of exploration of his behavioural drives and parallel learning of ways of behaviour and attitudes which do not rely only on knowledge. Thus, the goal of the inclusive education and teaching is realised more directly and effectively.

Musicians such as Ludwig van Beethoven and more recently Evelyn Glennie show us that even a profound level of deafness is no barrier to the creation or performance of music. While there is a growing literature on the perception of music using cochlear implant technology, there exists comparatively less empirical research about the amplification of music using hearing aid (HA) technology. As part of a recent AHRC-funded project exploring the perception of music using vibrations, an interview study was conducted by the first author to explore issues relating to performing and perceiving music in the presence of a hearing impairment. Semi-structured interviews were conducted with twelve musicians who spoke about their musical background and training, history of hearing loss, and experience of using HAs. Transcripts were coded and analysed using thematic analysis. Overall, satisfaction with digital HAs was low, with pitch and timbre distortion often reported to compromise music listening experiences. Some musicians sought enhanced HAs while some dispensed with them altogether. Preferences for digital or analogue technology were found to relate to musicians’ history and level of hearing loss and evidence of dynamic auditory attending was found. The results suggest that musicians who use HA technology draw on a range on strategies to compensate for impaired auditory feedback. Advanced signal processing algorithms within digital HAs have necessarily prioritised speech perception with potentially negative effects on their ability to amplify musical acoustic input. Further research is needed to understand how HA technology and fitting may be improved for music listening.

2020

Music is an integral part of every person’s life. Scientific research has shown the effectiveness ofmusic in medical-rehabilitation contexts to the extent that it is considered, for some categoriesof people (disabled, socio-cultural, elderly), for the exclusive use of the psychotherapeutic field.The purpose of this review is to demonstrate the importance that music has also in the educationaland didactic field to “exploit” its peculiarities, “beyond” the therapeutic component toinclude the many different contexts of life. Among these, the “digital environments” make musicthe protagonist of a “world 2.0”, within which, starting from the strengths of the differentiatedMethod of Maria Montessori, it is possible to create a union between pedagogy and musicaleducation.The last section deals with deafness and music as a specimen, highlighting how theoretical andempirical research on this topic has dealt with it from a threefold perspective: on the one hand,music as rehabilitation therapy ...

Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana, 2021

This research aimed to collect and combine all data on working with a highly visually impaired student in individual piano lessons and to determine a way of adopting new compositions and communication and cooperation between students and teachers. The qualitative method of case study, in which the methods of non-participatory observation and semi-structured interview were applied, concluded that the success of making music depends mostly on the approach and competencies of teachers in teaching such a student and that there are ways to overcome low vision as an obstacle in playing a musical instrument.

Research and Issues in Music Education, 2003

The journey from playful musical exploration in childhood to an adult identity as a skilled musician is likely to be problematic for people with hearing impairments. Although a number of subjective accounts have been published, there is a lack of empirical research in the area. In this study, twelve musicians with hearing impairments were interviewed about their musical background, hearing loss and experiences of interactive music making. A thematic network analysis was performed on the verbatim transcripts. Musical families were shown to facilitate positive, early, influential experiences helping individuals to develop musical selfefficacy. These themes were found to operate independently of the challenges posed by a hearing impairment and in spite of negative music-making experiences. Dynamic listening styles were identified, ranging from full reliance on hearing to discriminate and even non-auditory attending. The development of listening styles was found to be crucial in negotiating problems in auditory perception caused by physiological changes in hearing level and the distorting effects of hearing aids.