[Menvi-discuss] Young Braille music student/keep those suggestions coming/question

[David Goldstein]

We liked Lego bricks. The number of bumps don't correspond to the exact
number value, but when you start with the longest, there are at least four
sizes that, when put together, come out to the length of the longest one.
Especially when writing, students who had trouble figuring out what was
needed to make the measure complete could compare their smaller bricks to
the long one representing the whole note. And the board that the bricks go
on make them stay put.
David


-----Original Message-----
From: Menvi-discuss <menvi-discuss-bounces at menvi.org> On Behalf Of Stephanie
Pieck via Menvi-discuss
Sent: Monday, February 20, 2023 10:02 AM
To: sandragayer7 at gmail.com; 'This is for discussing music and braille
literacy' <menvi-discuss at menvi.org>
Cc: Stephanie Pieck <themusicsuite at verizon.net>
Subject: Re: [Menvi-discuss] Young Braille music student/keep those
suggestions coming/question

Another idea (at least for U.S. teachers/students) is to get a small supply
of silver dollars (for whole notes), fifty-cent pieces (for half notes), and
quarters (for--yup, you guessed it!--quarter notes). The great thing is that
these coins all feel somewhat similar with ridges around the perimeter, but
they are different in size which will help students learn in two dimensions:
the fractional (whole, half, quarter) and the size/length (large, medium,
small). Note: Sorry, but the Susan B. Anthony dollars and other
non-silver-dollar dollar coins that are the same size as quarters won't work
in this setup!

Stephanie Pieck

-----Original Message-----
From: Menvi-discuss [mailto:menvi-discuss-bounces at menvi.org] On Behalf Of
Sandra Gayer via Menvi-discuss
Sent: Monday, February 20, 2023 5:12 AM
To: This is for discussing music and braille literacy
Cc: Sandra Gayer
Subject: Re: [Menvi-discuss] Young Braille music student/keep those
suggestions coming/question

Hello Kimberly,
I'm surprised an 11-year-old doesn't know fractions yet.  I'm sure
he'll understand the concept of dividing, especially pizza or cake.
You may get away with pretend objects you can pull apart but you might
like to resort to real cake/pizza, halves, quarters, eighths etc.
Thinking out loud, squares are probably easier to conceptualise in
this way as your student can, eventually, section them mentally, using
the tactile memory you will build together. If you introduce the
notion of halves and quarters, using shapes cut out of another shape,
letting your student feel each stage of the process, then translating
this into music, using a basic nursery rime and I suggest 4/4 at
first, I'm sure it will work out.

HTH,
very best wishes,
Sandra.

On 2/20/23, ruby alphonse via Menvi-discuss <menvi-discuss at menvi.org> wrote:
> Hi Kimberly I generally use the books  Braille music for the beginners
> for the Piano by Joan Partridge, there are exercises nicely explained
> the time valu, e note value,   articulations,   dynamics,  and
> abriviations,  intervels and so on. another book I use, Read Rember
> and Play, This book is also very well explained I find everything very
> well explained.
>
> Hope that helps.
>
> Ruby.
>
> On 2/20/23, Kimberly Morrow via Menvi-discuss <menvi-discuss at menvi.org>
> wrote:
>> First, I want to thank all of the wonderful people on this list who have
>> offered suggestions for teaching an 11-year-old Braille reader to read
>> Braille music. Now, yet another question. I'm confident he hasn't covered
>> fractions yet in school. So. . .what is the easiest way to explain note
>> values to an 11-year-old? How can I simplify the process of rhythm to
>> make
>> it more comprehensible?
>>
>>
>>
>> Many thanks again!
>>
>>
>>
>> Kimberly in KC
>>
>>
>>
>>
>
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-- 
Sandra Gayer DipABRSM, LRSM.

Soprano Singer
www.sandragayer.com

Broadcast Presenter
www.rnibconnectradio.org.uk/music-box.html

Actor
www.visablepeople.com

Voiceover Artist
www.archangelvoices.co.uk/content/sandra-gayer

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