[musictlk] Addaptations for the Blind Music Theory Teacher

[Linda Mentink]

Hi Rachel,

I can't answer most of your questions, partly because I don't have 
experience in these areas, and partly because I don't use any of the 
technology you mentioned.

I think both the teacher and the student should use any vision they 
have if it would help to make things easier.

Blessings,

Linda

At 09:26 AM 4/26/2013, you wrote:
>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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