[Menvi-discuss] Adaptations for Blind Music Theory Teachers

[Kaiti Shelton]

Hi Rachel,

Here are my thoughts.  Hope they help.  :)

Pertaining to submitting assignments, as was said you could instruct
the students in how to export music they've written in their Finale
Files to xml so you can import it into Sibelius.  I have to do this to
submit assignments now, as I use Lime from the Goodfeel package while
my theory professor and all the other students use Finale, and from
the student's perspective it's not too much of an extra step.  From
telling others who use Finale how to export a music xml file for doing
group projects and such, I can say the instructions for doing so are
simple and can just be included in a syllabus.  (1, Go to file.  2, Go
to music xml.  3, click export.  4, email/dropbox the xml file).

I liked the projector suggestion too.  I think that would be most
efficient and it would also give you complete control over what was on
the screen since you'd have access to it.

My class doesn't practice individual writing either.  Occasionally
we'll work on an assignment as a class if there is something in it
that my professor wants to go over, but in 50 minutes he's usually
pretty busy teaching a new concept, reviewing it, or having us do an
exercise on the board in round-robin style where each person adds
something to the analysis and the others have to approve or refute it.
 However, if you would like to include individual analysis and/or part
writing in class you could perhaps have a TA check withh you, or have
the student verbally describe to you what they've written.

I don't think you would have to use any residual vision if you used
the more electronic methods.  When I thought about this question I
thought the only thing it might be really useful for was if you were
going to write a quick measure of something on the board, but if you
use the projector you could just type it into Sibelius.



On 4/26/13, Brandon Keith Biggs <brandonkeithbiggs at gmail.com> wrote:
> Hello Rachel,
> Finally you’re on this list!
> I was pondering this ever since my teacher said you were talking on the
> music theory lists.
>
> 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.
>
> 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.
>
> 3. There are three options I can think of:
> 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.
> Next, you could use a smart board and mark notes on a staff.
> third, you could connect your computer up to your projector and use Sibelius
> to show the notes and describe them.
> 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.
>
> 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!)
> If drawing notes becomes necessary, you can use sponge paper and pass it
> around after you are done, or again, use a student assistant.
>     Hope this helps!
> Thanks,
>
> Brandon Keith Biggs
>
>
> From: Rachel Grider
> Sent: Friday, April 26, 2013 8:07 AM
> To: menvi-discuss at menvi.org
> Subject: [Menvi-discuss] Addaptations for Blind Music Theory Teachers
>
> Hello, Everyone:
>
> 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
> 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
> 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
> are wanting to make a career in theory.
>
> There are a few topics about which I would very much like some feedback. I
> welcome any ideas or suggestions you might have.
>
> 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
> 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
> way?
>
> 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
> 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,
> 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
> 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
> spaces for the different aspects of analysis which they would fill in. Does
> this sound like a reasonable idea?
>
> 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
> or magnetic cut-outs for this, but I was wondering if anyone else had
> suggestions?
>
> 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
> 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
> how to write notes and clefs.  Thoughts?
>
> Thank you so much for your help!
>
> Cheers,
>
> Rachel Grider
>
>
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-- 
Kaiti