[AERNet] FW: Braille music

Thu Mar 8 05:09:40 EST 2007

Sheila, that was a great story, and yet there are those who are so
academically gifted, a reality of a deaf-blind student taking part in a
musical group has its challenges, and its triumphs as a teacher I am sure is
for that student to for a split second be in align if not only for 1 measure
of a piece  but an entire score.

The flip side is if teachers feel its to much or that the student who is
mainstreamed can not handle the music or the Braille code of music, then as
professionals its time to find an alternative.
My thought here is to find a solution that not only meets the academic
requirement but provides a solution that promotes succeeding not failing.

Confidence goes a long way with a student who is low vision, totally blind,
partially deaf, or deaf-blind, or a combination of any of the above
situations.

I played music and was privileged to be gifted with a perfect ear, but did
not read music and if not for my elephant like memory which I am sure is
getting filled up at 38, I would not have been able to follow as well as I
did.

On a tangent, as a child in 5th grade and well in to my years in high school
band, I was sat in the section that my abilities allowed me to be in
according to the teacher.
Well, with a perfect pitch and a ear that would not quit, I as a third or
second trumpet, would always hear the first trumpet section and play that
part instead.
Of course this became an issue since the second and third trumpets were not
as confident and played with a lower volume, I heard only what I could hear
best.

That is my 2 cents, but never quit, just apply knowledge where you can and
do things and take on projects that are not to large for you or the student
to handle.

Stephen A. Guerra
Assistive Technology Specialist
Independent Living Aids

200 Robbins Lane
Building A, Suite 100
Jericho, NY 11753
Phone: (516) 937-1848
  Fax: (516) 937-3906
can-do at independentliving.comm
www.independentliving.commm
www.annmorris.comm
www.soundbytes.com

-----Original Message-----
From: aernet-bounces at lists.aerbvi.org
[mailto:aernet-bounces at lists.aerbvi.org] On Behalf Of Sheila Amato
Sent: Wednesday, March 07, 2007 3:45 PM
To: Ike Presley; Cobb, Susan S.; Sierra; AER
Cc: Karen Gearreald
Subject: Re: [AERNet] FW: Braille music

Ike and other friends, I have been following this thread with much interest,
since I participated in band along with my deafblind student for 3 years. 
(see end of email message for a poignant and true story about this!)  I went
back looking for the original post because one of the questions in that
original post struck a chord (pun intended!) with me.

I can't find the original, but the gist of it was something like this... the
TVI is teaching so many skills.. braille notetaker, braille, abacus, etc....

all components within the core and expanded core curriculums... how to find
the time to incorporate music code, and the concern about how the student
will deal with having to learn yet another set of skills and knowlege.

I started to think about the things that the sighted kids learn daily as
part of their school-based education... algebraic equations and other
esoteric math symbols (sorry, Susan O.... they're still Greek to me!), the
chemical formulas, abstract art, how to interpret political cartoons, the
Old English of Shakespeare, how to measure and cut in inches and centimeters
in carpentry class, how to measure in ounces, pounds, liters, etc. in home
and career skills, musical notation, the accents and graves in a foreign
language... and it's no longer just the letters of the alphabet for any of
our students - blind or sighted. So, why should learning musical notation be
any more difficult than learning that the Greek symbol Delta means "a
change" or that funny L-shaped symbol is an integral?

Speaking from my own set of skills... I'm not comfortable teaching the music
code. I don't know print music. That would probably help. I didn't learn the
music code in my teacher preparation program. I give it a cursory "here's
the reference sheet" in my university courses now, because I just don't have
the time... and in all honesty, I just don't have the experience to do more
than the basics. I do know that I would assuredly be more willing and eager
to teach my students the music code if I felt more comfortable with it
myself. This is a real need in our field... and I don't have any easy
answers.

So... if you're read this far, please continue to read this true story. It
might put a smile on your face.

My deafblind high school student needed an art or music credit in order to
graduate. At this high school, all of the art courses were 2-D... not gonna
work, so we ended up in the music program by default. He could hear the
drums, so he was placed in the percussion section. We worked as a team. Most
often, we were assigned to play the crash cymbals in the concerts. I came
into this venture without the ability to read music. Well... as we all know,
music looks like this: there are circles that are filled in, and circles
that are hollow. Some of them have sticks on them. Sometimes the sticks go
up - and other times the sticks go down. Sometimes these sticks have little
wavy flags on them, and sometimes they're attached to eachother. There are
also lines. These lines have hats on them. Sometimes, the hats are on the
top, and sometimes, the hats are on the bottom. Oh, yeah - don't forget the
wavy squiggles that can face to the right or the left. And those colons... I
can't tell you how many times I kept going forward when everyone else went
back to some arbitrary beginning to start again. Don't even get me started
on 2/4 or 3/4 or 4/4 ... it's no fun to be counting by threes when everyone
else around you has changed and is counting by fours!

Well, one day, we were crashing away, and the music teacher stopped the band
and called up to the percussion section (in front of 110 students!), "the
cymbals have to come in at the right time." Oops. I called back down, "We're
in the ballpark!" to which he replied, "It's not enough to be in the
ballpark - you have to be at the plate." I started to cry.

After class, I went down to the teacher, and handed him a half-interlined
page of braille (I always carry braille with me; never enough time to
interline, so I use spare minutes) and I handed him the sheet of braille and
said, "here - you finish this." He looked at it - looked at me, and said, "I
don't read braille." I replied, "I don't read music."

He finally got it!

Have a good day,
Sheila

----- Original Message -----
From: "Ike Presley" <presley at afb.net>
To: "Cobb, Susan S." <Susan.Cobb at dbvi.virginia.gov>; "Sierra" 
<sierra at fiber.net>; "AER" <aernet at lists.aerbvi.org>
Cc: "Karen Gearreald" <karen118 at cox.net>
Sent: Wednesday, March 07, 2007 11:57 AM
Subject: Re: [AERNet] FW: Braille music

> Ok, I've set on the sidelines long enough. Here's my question. If other
> students are learning about music, why can't our students?
>
> I can remember learning some real basic stuff about music in early
> grades and it was part of the stimulus that got me interested in playing
> in the band. As a kid growing up with "Coke bottle glasses," who
> basically stunk at sports, I can't tell you how much being in band
> helped with my self concept and development of self confidence. Band was
> the one place where I could function socially on a relatively level
> playing field. I know it's not for everyone, but it sure is good for
> some of us.
>
> Anyway, I think it's worthwhile to give our students as much of the
> regular curriculum as we possibly can, even if it means begging teachers
> to let us know in advance what they are gong to be covering in various
> subject areas.
>
> This brings up another thought. Has anyone developed a good set of
> questions to ask teachers at the beginning of the year, and then
> periodically throughout the year, that will help the TVI know what's
> coming which might give us a fighting chance to prepare the student and
> materials for those activates? (Boy, I hope my English teacher doesn't
> see that question!)  Having taught for many years I know a lot of the
> questions, but if someone had a good list it might be a great thing to
> share with new teachers and students in the personnel prep programs.
>
> I'm sure you've heard enough from me for one day, so I'm outta here.
> Ike
>
> -----Original Message-----
> From: aernet-bounces at lists.aerbvi.org
> [mailto:aernet-bounces at lists.aerbvi.org] On Behalf Of Cobb, Susan S.
> Sent: Wednesday, March 07, 2007 10:44 AM
> To: Sierra; AER
> Cc: Karen Gearreald
> Subject: Re: [AERNet] FW: Braille music
> Importance: High
>
> Contact Dr. Karen Gearald in Norfolk, Virginia.
> She's a teacher, lawyer, pianist, and vocalist, ....blind since birth.
> Karen's now also working with the National Library Service, Division of
> Braille Music.
>
> I feel with some certainty, "Dr. Karen" can share some real insight as
> to why the children we serve should be instructed in reading braille
> music :)
>
> Susan Cobb, Education Coordinator
> Dept. for the Blind and Vision Impaired
> Richmond, VA.
>
> -----Original Message-----
> From: aernet-bounces at lists.aerbvi.org
> [mailto:aernet-bounces at lists.aerbvi.org] On Behalf Of Sierra
> Sent: Tuesday, March 06, 2007 7:47 PM
> To: AER
> Subject: [AERNet] FW: Braille music
>
>
>
> -----Original Message-----
> From: Sierra [mailto:sierra at fiber.net]
> Sent: Tuesday, March 06, 2007 5:47 PM
> To: morrowmediakc at yahoo.com
> Subject: RE: [AERNet] Braille music
>
>
> I think more people would learn braille music if the "c" on the piano
> were
> written as as "c" in braille music.  Most of the way braille music is
> written is very logical, but it's difficult to teach a child that  "c is
> d
> and d is e, etc."  Any chance of getting that changed?  I was told that
> the
> reason for braille music starting with c as d is that originally, music
> was
> written and taught as "do, re, mi, fa, sol, la, ti, do" and "do" starts
> with
> d??????
>
> -----Original Message-----
> From: aernet-bounces at lists.aerbvi.org
> [mailto:aernet-bounces at lists.aerbvi.org]On Behalf Of Kimberly Morrow,
> PhD.
> Sent: Tuesday, March 06, 2007 2:34 PM
> To: dwalters at cesa6.k12.wi.us
> Cc: aernet at lists.aerbvi.org
> Subject: Re: [AERNet] Braille music
>
>
> I suppose the question you need to ask is: Why is it
> important for the other children to learn how to read
> music? Personally, I believe there is definite value
> in at least learning the basic notes. And--the student
> should learn that when his class is studying the
> staff, there *is* no staff in braille music. I dont
> actually use braille music very much these days, but I
> do occasionally enjoy picking up a book of braille
> music and learning a Scott Joplin or Chopin piece on
> the piano. Braille music opens up a world for the
> blind student in terms of then being able both to
> understand basic music theory and being able to play a
> piece note for note if the occasion warrants it. I
> would urge you not to sentence your student to a high
> school experience where all the other students had the
> oppoertunity to begin music training years ago and he
> never got the chance.
>
> Kimberly
>
>
> Kimberly Morrow, Ph.D.
> <morrowmediakc at yahoo.com>
>
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