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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></BODY></HTML>