The Resource Insights in sound : visually impaired musicians' lives and learning, David Baker and Lucy Green

Insights in sound : visually impaired musicians' lives and learning, David Baker and Lucy Green

Label
Insights in sound : visually impaired musicians' lives and learning
Title
Insights in sound
Title remainder
visually impaired musicians' lives and learning
Statement of responsibility
David Baker and Lucy Green
Creator
Contributor
Author
Subject
Language
eng
Member of
Cataloging source
NhCcYBP
http://library.link/vocab/creatorDate
1971-
http://library.link/vocab/creatorName
Baker, David C.
Illustrations
illustrations
Index
index present
LC call number
MT17
LC item number
.B35 2017
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Green, Lucy
  • Taylor & Francis
Series statement
Music and change: ecological perspectives
http://library.link/vocab/subjectName
  • Music for people with visual disabilities
  • People with visual disabilities
Label
Insights in sound : visually impaired musicians' lives and learning, David Baker and Lucy Green
Instantiates
Publication
Note
"An Ashgate book"--Front cover
Bibliography note
Includes bibliographical references (pages 236-260) and index
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Machine generated contents note: 1.Background, aims, and context -- Studies of visual impairment and musical participation -- The aims of the book -- What do we mean by "visually impaired", and what kinds of visual impairment among musicians are included in our study? -- The terms "impairment", "disability", "handicap", and the deficit model -- What do we mean by "musician", and what kinds of musician are included in our study? -- How we came to this research -- Research methods, participant sample, and communicating with our participants -- Methods and sample -- Communicating with our participants: digital technologies, Braille, and the telephone -- Limitations -- Overview of the book -- Reflections -- 2.Musical starting points and reasons for involvement -- Beginnings: visual impairment's role in taking up music -- Parental interest and family background in music -- Apparently exceptional innate abilities in early childhood, and their encouragement -- Influential figures outside the family -- The role of the school in initiating musical interest and involvement -- Original and current reasons for participation -- Mood regulation, escapism, and "therapy" -- Purpose in life -- Social belonging -- Reflections -- 3.Learning at school -- Educational provision for visually impaired children: some historical background and current trends -- Mainstream education versus special education -- Isolation in the mainstream -- Isolation in special education -- Alleviating isolation in special education -- Social and musical opportunities in the mainstream school -- Who is responsible? -- Reflections -- 4.Teachers' knowledge and skills; students' confidence and autonomy -- Teachers' skills and understanding: some critical perspectives of students -- Specialist knowledge and special needs -- Time, its demands, and its challenges -- Differentiation and flexibility -- Instrument choice -- Students' confidence and autonomy -- Reflections -- 5.Light, gesture, language, and touch in music teaching and learning -- Light and its implications for teaching practices and contexts -- Physical gesture and its relationship with music-making, learning, and teaching -- Language and its uses or misuses in musical communication and pedagogy -- Touch and its complex place in music teaching and learning -- Reflections -- 6.Learning and participation beyond the school -- Informal learning at school age -- A disparity between the formal curriculum and externally developed skills -- Self-organized ensembles at school age -- Group participation, instrumental and vocal lessons beyond the school -- The need for relative independent mobility in order to access lessons or to participate with others -- Higher education -- Taking part in orchestras, choirs, and other groups -- Conducted groups -- Smaller groups: chamber music and jazz or popular styles -- Stagecraft -- Networks -- Why network? Self-promotion, acquiring information, and belonging -- Networking difficulties -- Reflections -- 7.Visual, tactile, and aural media: stave notation, Braille music, and the ear -- Visually mediated scores: modified, enlarged, and magnified scores -- Aurally mediated talking scores -- Tactile scores: Braille music -- Other tactile notation -- The issue of sight-reading or learning notes from a score -- Ear playing -- Strategies for teaching ear playing to visually impaired learners -- Reflections -- 8.Being a "musician" or being a "disabled musician" -- The Inner Vision Orchestra -- The Paraorchestra -- Disability music and its rationale -- Visual impairment as a marketing strategy -- Mixed and dissenting voices -- Reflections -- 9.Digital music technologies: the changing landscape -- The advance of electronic music: three stories -- Kevin's story -- Peter's story -- Joe's story -- Changing the musical landscape through digital technologies -- Technology and Braille music -- OMR in score production -- Reflections -- 10.Digital music technologies, access, and the music industry -- Access to training -- Cost -- The industry: playing "cat and mouse" with software -- Creating plug-ins for notation, music production, and recording programs -- Inaccessibility, recording, and music production careers -- From digital files to alternative score formats -- Copyright issues -- Sighted help with operating hardware and software -- Reflections -- 11.Aspirations and the search for fulfilment as a musician -- Diversification and continuing development in the search for fulfilment -- Becoming a full-time musician, professionalization, and securing one's future -- Reflections
Dimensions
unknown
Extent
1 online resource (xiv, 271 pages)
Form of item
online
Isbn
9781315266060
Isbn Type
(electronic bk.)
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
illustrations.
Reproduction note
Electronic reproduction.
Specific material designation
remote
Stock number
99979214284
System control number
(NhCcYBP)14534589
Label
Insights in sound : visually impaired musicians' lives and learning, David Baker and Lucy Green
Publication
Note
"An Ashgate book"--Front cover
Bibliography note
Includes bibliographical references (pages 236-260) and index
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Machine generated contents note: 1.Background, aims, and context -- Studies of visual impairment and musical participation -- The aims of the book -- What do we mean by "visually impaired", and what kinds of visual impairment among musicians are included in our study? -- The terms "impairment", "disability", "handicap", and the deficit model -- What do we mean by "musician", and what kinds of musician are included in our study? -- How we came to this research -- Research methods, participant sample, and communicating with our participants -- Methods and sample -- Communicating with our participants: digital technologies, Braille, and the telephone -- Limitations -- Overview of the book -- Reflections -- 2.Musical starting points and reasons for involvement -- Beginnings: visual impairment's role in taking up music -- Parental interest and family background in music -- Apparently exceptional innate abilities in early childhood, and their encouragement -- Influential figures outside the family -- The role of the school in initiating musical interest and involvement -- Original and current reasons for participation -- Mood regulation, escapism, and "therapy" -- Purpose in life -- Social belonging -- Reflections -- 3.Learning at school -- Educational provision for visually impaired children: some historical background and current trends -- Mainstream education versus special education -- Isolation in the mainstream -- Isolation in special education -- Alleviating isolation in special education -- Social and musical opportunities in the mainstream school -- Who is responsible? -- Reflections -- 4.Teachers' knowledge and skills; students' confidence and autonomy -- Teachers' skills and understanding: some critical perspectives of students -- Specialist knowledge and special needs -- Time, its demands, and its challenges -- Differentiation and flexibility -- Instrument choice -- Students' confidence and autonomy -- Reflections -- 5.Light, gesture, language, and touch in music teaching and learning -- Light and its implications for teaching practices and contexts -- Physical gesture and its relationship with music-making, learning, and teaching -- Language and its uses or misuses in musical communication and pedagogy -- Touch and its complex place in music teaching and learning -- Reflections -- 6.Learning and participation beyond the school -- Informal learning at school age -- A disparity between the formal curriculum and externally developed skills -- Self-organized ensembles at school age -- Group participation, instrumental and vocal lessons beyond the school -- The need for relative independent mobility in order to access lessons or to participate with others -- Higher education -- Taking part in orchestras, choirs, and other groups -- Conducted groups -- Smaller groups: chamber music and jazz or popular styles -- Stagecraft -- Networks -- Why network? Self-promotion, acquiring information, and belonging -- Networking difficulties -- Reflections -- 7.Visual, tactile, and aural media: stave notation, Braille music, and the ear -- Visually mediated scores: modified, enlarged, and magnified scores -- Aurally mediated talking scores -- Tactile scores: Braille music -- Other tactile notation -- The issue of sight-reading or learning notes from a score -- Ear playing -- Strategies for teaching ear playing to visually impaired learners -- Reflections -- 8.Being a "musician" or being a "disabled musician" -- The Inner Vision Orchestra -- The Paraorchestra -- Disability music and its rationale -- Visual impairment as a marketing strategy -- Mixed and dissenting voices -- Reflections -- 9.Digital music technologies: the changing landscape -- The advance of electronic music: three stories -- Kevin's story -- Peter's story -- Joe's story -- Changing the musical landscape through digital technologies -- Technology and Braille music -- OMR in score production -- Reflections -- 10.Digital music technologies, access, and the music industry -- Access to training -- Cost -- The industry: playing "cat and mouse" with software -- Creating plug-ins for notation, music production, and recording programs -- Inaccessibility, recording, and music production careers -- From digital files to alternative score formats -- Copyright issues -- Sighted help with operating hardware and software -- Reflections -- 11.Aspirations and the search for fulfilment as a musician -- Diversification and continuing development in the search for fulfilment -- Becoming a full-time musician, professionalization, and securing one's future -- Reflections
Dimensions
unknown
Extent
1 online resource (xiv, 271 pages)
Form of item
online
Isbn
9781315266060
Isbn Type
(electronic bk.)
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
illustrations.
Reproduction note
Electronic reproduction.
Specific material designation
remote
Stock number
99979214284
System control number
(NhCcYBP)14534589

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