Visually Impaired Musicians' Insights: Narratives of Childhood, Lifelong Learning and Musical Participation

Autor/in	Baker, David
Titel	Visually Impaired Musicians' Insights: Narratives of Childhood, Lifelong Learning and Musical Participation
Quelle	In: British Journal of Music Education, 31 (2014) 2, S.113-135 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
DOI	10.1017/S0265051714000072
Schlagwörter	Visual Impairments; Blindness; Musicians; Foreign Countries; Biographies; Barriers; Lifelong Learning; Reading Ability; Braille; Printed Materials; Teacher Competencies; Access to Education; Teaching Methods; Music Education; United Kingdom + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Blindheit; Musiker; Ausland; Biography; Biografie; Biographie; Life-long learning; Lebenslanges Lernen; Reading competence; Lesekompetenz; Lehrkunst; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Großbritannien
Abstract	With the support of the Royal National Institute of Blind People (RNIB), the life histories of five visually impaired (VI) musicians were collected and analysed between November 2011 and August 2012. This research was conducted as a pilot for a two-year, national investigation of VI musical participation, "Visually-impaired musicians' lives" (VIML) funded by the Arts and Humanities Research Council (AHRC, 2013-2015), which has brought together the Institute of Education, University of London, the RNIB and the Royal Academy of Music, London as project partners. In this instance, life histories were co-constructed narratives--foci were the self-identities of this unique group and "insider" perspectives on education, musical participation and society. Analytic induction of the biographies revealed that a perceived barrier to lifelong learning was having the ability to read notation, either adapted print or in Braille format, and the access to educators who had expertise to teach musicians with visual impairments. The respondents commented on the great value of ensemble participation and adopting teaching roles too. With widespread lore in society about the exceptional musical abilities of those with visual impairment, longstanding traditions of blind musicianship, plus evidence of distinct neural development and hearing, they acknowledged the cachet associated with blind musicians but, regardless, wished to be considered musicians first and foremost. The findings raise questions about social and music educational inclusion. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10