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<DIV>Hello Rachel,</DIV>
<DIV>Finally you’re on this list! <IMG
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<DIV>I was pondering this ever since my teacher said you were talking on the
music theory lists.</DIV>
<DIV> </DIV>
<DIV>1. My teacher never goes around to check work, we just don’t do examples in
class. But I see how it would be practical. I think this will be the most
difficult, but I see two options: Either you can have everyone in the computer
lab, using Sibelius with screen reader support, or have a student assistant on
the days you would like the students to do work in class.</DIV>
<DIV> </DIV>
<DIV>2. I’m trying to figure out how to do the opposite currently and would love
to talk to you and see how you did form and analysis. I am pretty sure the XML
would be OK. My school used a classroom online for all the theory tests and 90%
of the questions were multiple choice. You could also ask them to describe what
is happening in words. I’m pretty sure they will need to write descriptions of
form if they are going to be writing papers on pieces.</DIV>
<DIV> </DIV>
<DIV>3. There are three options I can think of:</DIV>
<DIV>First, you can have a large magnetic board with raised lines and magnetic
pieces. This would be rather a lot of lugging around and may be a little
confusing for you.</DIV>
<DIV>Next, you could use a smart board and mark notes on a staff. </DIV>
<DIV>third, you could connect your computer up to your projector and use
Sibelius to show the notes and describe them.</DIV>
<DIV>I would use the third option because it is much easier and I’m not sure why
all theory instructors aren’t doing it now... My teacher spends about 20 minutes
each class writing and erasing examples.</DIV>
<DIV> </DIV>
<DIV>4. No vision is necessary. You would have to require your students to
submit their assignments in Sibelius or XML files, so that may require you to
hold extra labs for 1 unit or so, giving instruction on how to use Sibelius (If
you would like practice, I’m sure there are several people here on this list who
would like to learn, including me!)</DIV>
<DIV>If drawing notes becomes necessary, you can use sponge paper and pass it
around after you are done, or again, use a student assistant.</DIV>
<DIV> Hope this helps!</DIV>
<DIV>Thanks,</DIV>
<DIV> </DIV>
<DIV style="FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: 12pt">Brandon
Keith Biggs<BR></DIV>
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<DIV style="font-color: black"><B>From:</B> <A title=rachel.grider@gmail.com
href="mailto:rachel.grider@gmail.com">Rachel Grider</A> </DIV>
<DIV><B>Sent:</B> Friday, April 26, 2013 8:07 AM</DIV>
<DIV><B>To:</B> <A title=menvi-discuss@menvi.org
href="mailto:menvi-discuss@menvi.org">menvi-discuss@menvi.org</A> </DIV>
<DIV><B>Subject:</B> [Menvi-discuss] Addaptations for Blind Music Theory
Teachers</DIV></DIV></DIV>
<DIV> </DIV></DIV>
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<DIV><FONT size=2 face=Arial>Hello, Everyone:</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>I am a new subscriber to this list, so I thought I
would introduce myself. My name is Rachel Grider, and I am going to graduate
from Peabody Conservatory<BR>in a month with two MM degrees in voice and music
theory pedagogy. I am currently writing my thesis on adaptations for the blind
theory teacher, a subject<BR>which does not seem to have been explored much.
Once this is published, I am hoping that it will open up many doors for me and
other blind musicians who<BR>are wanting to make a career in
theory.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>There are a few topics about which I would very
much like some feedback. I welcome any ideas or suggestions you might
have.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>First, I would like some ideas about how the blind
teacher can check students' in-class work. For example, if the students are
practicing counterpoint<BR>exercises and the teacher should go around and check
their work, what is the best way for the blind teacher to do this? Is it even
possible to do it this<BR>way?</FONT></DIV>
<DIV> </DIV>
<DIV><FONT size=2 face=Arial>Second, I would very much like ideas on teaching
more advanced analysis to sighted students. I have been toying with ideas, but I
have not yet actually<BR>taught this part of theory, and I'm not sure if they
would work. How can students show the blind teacher that they know how to
analyze a score? They could,<BR>of course, mark their answers on Sibelius, but
can I require them to get Sibelius? Meeting with them one-on-one could be an
option, but what if the class<BR>is very large and there just isn't enough time?
I also thought of making a spreadsheet in XL with pictures of each measure in a
box, and there would be<BR>spaces for the different aspects of analysis which
they would fill in. Does this sound like a reasonable idea?</FONT></DIV>
<DIV> </DIV>
<DIV><FONT size=2 face=Arial>My third question has to do with teaching beginning
students how to write music symbols and place them correctly on the staff. I
could, of course, use felt<BR>or magnetic cut-outs for this, but I was wondering
if anyone else had suggestions?</FONT></DIV>
<DIV> </DIV>
<DIV><FONT size=2 face=Arial>Lastly, I would like to hear your philosophies
about how much residual vision should be used in the classroom, both for the
blind teacher and for the blind<BR>student.I try not to use any, but I'm
wondering if it might be practical for some teachers to use some vision to
perform certain tasks, such as demonstrating<BR>how to write notes and
clefs. Thoughts?</FONT></DIV>
<DIV> </DIV>
<DIV><FONT size=2 face=Arial>Thank you so much for your help!</FONT></DIV>
<DIV> </DIV>
<DIV><FONT size=2 face=Arial>Cheers,</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Rachel Grider<BR></FONT></DIV><FONT size=2
face=Arial></FONT>
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