Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians
Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians
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DOI：
10.1177/1321103x16656990
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发表时间：
2016-07
影响因子：
1.6
通讯作者：
David Baker;L. Green
中科院分区：
文献类型：
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作者：
David Baker;L. Green
本文讨论了业余和专业视障音乐家/音乐教师的生活经历中的学校教育、教学法和记谱方面的发现，以及与视障学习者一起工作的视力正常的音乐教师的专业经验。这项研究是英国艺术与人文研究委员会资助的更广泛项目的一部分，该项目的正式名称为“视障音乐家的生活：音乐实践、参与和学习的轨迹”，但后来被称为“视障音乐家的生活”(VIML)。 VIML 由英国伦敦大学学院教育学院牵头，并得到伦敦皇家音乐学院和英国皇家国家盲人研究所 (RNIB) 的支持，从 2013 年开始，到 2015 年结束。它通过生活史访谈和国际调查问卷，收集了 225 名成年盲人和弱视音乐家/音乐教师以及 6 名视力正常的音乐教师的“内部”观点，并收集了定量和定性数据。通过阐明一系列“内部”声音，本文探讨了受访者对视障儿童和成人教育平等和音乐包容性的一些问题，涉及三个主要领域：提供主流学校教育与特殊学校；教学法，包括教师为满足视障学习者的需求而做好的准备；以及符号的教育作用，特别关注盲文和其他印刷媒体。调查发现，对于在主流或特殊教育背景下接受教育的视障儿童的优点存在多方面的观点。这些问题与获得特定学习机会、在主流背景下对视障音乐家的学习过程（包括无障碍技术和乐谱媒体）缺乏了解以及对音乐教育者与视障相关的知识的担忧等问题有关。关于教学法，提出了挑战，但也为有视力的音乐教育者考虑了一些有用的领域，例如根据视力条件和方法进行区分，以及手势、语言、光线和触摸的不同作用。视障成人学习者的音乐参与存在多样性，伴随着一些令人惊讶的障碍以及与不同流派和音乐背景相关的机会，特别是与各种印刷媒体和视奏相关的机会。
This article discusses findings on schooling, pedagogy and notation in the life-experiences of amateur and professional visually-impaired musicians/music teachers, and the professional experiences of sighted music teachers who work with visually-impaired learners. The study formed part of a broader UK Arts and Humanities Research Council funded project, officially entitled “Visually-impaired musicians’ lives: Trajectories of musical practice, participation and learning”, but which came to be known as “Visually-impaired musicians’ lives” (VIML). VIML was led at the UCL Institute of Education, London, UK and supported by the Royal Academy of Music, London, and Royal National Institute of Blind People (RNIB) UK, starting in 2013 and concluding in 2015. It sourced “insider” perspectives from 225 adult blind and partially-sighted musicians/music teachers, and 6 sighted music teachers, through life history interviews and an international questionnaire, which collected quantitative and qualitative data. Through articulating a range of “insider” voices, this article examines some issues, as construed by respondents, around educational equality and inclusion in music for visually-impaired children and adults in relation to three main areas: the provision of mainstream schooling versus special schools; pedagogy, including the preparedness of teachers to respond to the needs of visually-impaired learners; and the educational role of notation, focusing particularly on Braille as well as other print media. The investigation found multifaceted perspectives on the merits of visually-impaired children being educated in either mainstream or special educational contexts. These related to matters such as access to specific learning opportunities, a lack of understanding of visually-impaired musicians’ learning processes (including accessible technologies and score media) in mainstream contexts, and concerns about the knowledge of music educators in relation to visual impairment. Regarding pedagogy, there were challenges raised, but also helpful areas for sighted music educators to consider, such as differentiation by sight condition and approach, and the varying roles of gesture, language, light and touch. There was diversity in musical participation of visually-impaired adult learners, along with some surprising barriers as well as opportunities linked to different genres and musical contexts, particularly in relation to various print media, and sight reading.