Insights in Sound: Visually Impaired Musicians' Lives and Learning

Description

Music has long been a way in which visually impaired people could gain financial independence, excel at a highly-valued skill, or simply enjoy musical participation. Existing literature on visual impairment and music includes perspectives from the social history of music, ethnomusicology, child development and areas of music psychology, music therapy, special educational needs, and music education, as well as more popular biographical texts on famous musicians. But there has been relatively little sociological research bringing together the views and experiences of visually impaired musicians themselves across the life course. Insights in Sound: Visually Impaired Musicians’ Lives and Learning aims to increase knowledge and understanding both within and beyond this multifaceted group. Through an international survey combined with life-history interviews, a vivid picture is drawn of how visually impaired musicians approach and conceive their musical activities, with detailed illustrations of the particular opportunities and challenges faced by a variety of individuals. Baker and Green look beyond affiliation with particular musical styles, genres, instruments or practices. All 'levels' are included: from adult beginners to those who have returned to music-making after a gap; and from 'regular' amateur and professional musicians, to some who are extraordinarily 'elite' or 'successful'. Themes surrounding education, training, and informal learning; notation and ear playing; digital technologies; and issues around disability, identity, opportunity, marginality, discrimination, despair, fulfilment, and joy surfaced, as the authors set out to discover, analyse, and share insights into the worlds of these musicians. Cover Half Title Title Page Copyright Page Table of Contents List of illustrations Acknowledgements Note on the text 1. Background, aims, and context Studies of visual impairment and musical participation The aims of the book What do we mean by “visually impaired”, and what kinds of visual impairment among musicians are included in our study? The terms “impairment”, “disability”, “handicap”, and the deficit model What do we mean by “musician”, and what kinds of musician are included in our study? How we came to this research Research methods, participant sample, and communicating with our participants Methods and sample Communicating with our participants: digital technologies, Braille, and the telephone Limitations Overview of the book Reflections 2. Musical starting points and reasons for involvement Beginnings: visual impairment’s role in taking up music Parental interest and family background in music Apparently exceptional innate abilities in early childhood, and their encouragement Influential figures outside the family The role of the school in initiating musical interest and involvement Original and current reasons for participation Mood regulation, escapism, and “therapy” Purpose in life Social belonging Reflections 3. Learning at school Educational provision for visually impaired children: some historical background and current trends Mainstream education versus special education Isolation in the mainstream Isolation in special education Alleviating isolation in special education Social and musical opportunities in the mainstream school Who is responsible? Reflections 4. Teachers’ knowledge and skills; students’ confidence and autonomy Teachers’ skills and understanding: some critical perspectives of students Specialist knowledge and special needs Time, its demands, and its challenges Differentiation and flexibility Instrument choice Students’ confidence and autonomy Reflections 5. Light, gesture, language, and touch in music teaching and learning Light and its implications for teaching practices and contexts Physical gesture and its relationship with music-making, learning, and teaching Language and its uses or misuses in musical communication and pedagogy Touch and its complex place in music teaching and learning Reflections 6. Learning and participation beyond the school Informal learning at school age A disparity between the formal curriculum and externally developed skills Self-organized ensembles at school age Group participation, instrumental and vocal lessons beyond the school The need for relative independent mobility in order to access lessons or to participate with others Higher education Taking part in orchestras, choirs, and other groups Conducted groups Smaller groups: chamber music and jazz or popular styles Stagecraft Networks Why network? Self-promotion, acquiring information, and belonging Networking difficulties Reflections 7. Visual, tactile, and aural media: stave notation, Braille music, and the ear Visually mediated scores: modified, enlarged, and magnified scores Aurally mediated talking scores Tactile scores: Braille music Other tactile notation The issue of sight-reading or learning notes from a score Ear playing Strategies for teaching ear playing to visually impaired learners Reflections 8. Being a “musician” or being a “disabled musician” The Inner Vision Orchestra The Paraorchestra Disability music and its rationale Visual impairment as a marketing strategy Mixed and dissenting voices Reflections 9. Digital music technologies: the changing landscape The advance of electronic music: three stories Kevin’s story Peter’s story Joe’s story Changing the musical landscape through digital technologies Technology and Braille music OMR in score production Reflections 10. Digital music technologies, access, and the music industry Access to training Cost The industry: playing “cat and mouse” with software Creating plug-ins for notation, music production, and recording programs Inaccessibility, recording, and music production careers From digital files to alternative score formats Copyright issues Sighted help with operating hardware and software Reflections 11. Aspirations and the search for fulfilment as a musician Diversification and continuing development in the search for fulfilment Becoming a full-time musician, professionalization, and securing one’s future Reflections Appendix 1: Glossary of eye conditions and terms used in the medical profession Appendix 2: Other technical and non-technical terms Appendix 3: Research methods and demographics of the research sample Appendix 4: Literary Braille, digital assistive technologies, and communication Appendix 5: Respondents from whom we cited interview text or accounts provided through e-mail exchanges References Index