Spoken Music: Enhancing Access to Music for the Print Disabled

Crombie, David; Dijkstra, S.; Schut, Edmar; Lindsay, Natasha

doi:10.1007/3-540-45491-8_129

Cited by 15 publications

(5 citation statements)

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“…Some argue that the rudiments of Braille music notation can be easily learned and that MVI can learn to read Braille music at about the time they have achieved reasonable competence reading Grade 2 literary Braille (Daniels & Bright, 1996). 2 Meanwhile, others insist that it is not that simple when it comes to the more complicated and higher level music pieces, and reading Braille music is a specialised skill that not all MVI can achieve (Crombie et al ., 2002). The following excerpts are responses from the interviewees regarding the learnability of Braille music: There are many difficulties.…”

Section: Analysis and Discussionmentioning

confidence: 99%

Affordance of Braille music as a mediational means: significance and limitations

Park¹,

Kim²

2014

Brit. J. Music. Ed.

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Affordance refers to the properties or designs of a thing that offer the function of the thing. This paper discusses the affordance of Braille music in terms of three notions: mediational means, mastery and appropriation, and focuses on answering the following three questions: (i) How do musicians with visual impairments (MVI) perceive Braille music and what does it reveal about the characteristics and limitations of Braille music? (ii) What are the traits influencing the affordance of Braille music and how does it fit the needs of MVI? (iii) What are the conditions that make Braille music more affordable? To qualitatively investigate these topics, we interviewed nine music teachers and their seven students with visual impairment at a school for the blind in Korea. We found that learning and mastering Braille music is not an easy task, and that blind musicians tend to depend more on auditory input and memorisation. These findings suggest that the current level of development, diffusion and employment of Braille music is not satisfactory in Korea. In order to promote the affordance of Braille music, the adaptability, learnability/usability and availability of Braille music must be enhanced.

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Section: Analysis and Discussionmentioning

confidence: 99%

Affordance of Braille music as a mediational means: significance and limitations

Park¹,

Kim²

2014

Brit. J. Music. Ed.

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“…The DAISY Standard 2.0 has been developed through an iterative process (as detailed in [101]) and now includes markup standards based on World Wide Web Consortium (W3C) languages such as SMIL, thus permitting the synchronization of audio presentation with the visual presentation of the document (e.g., audio description of video). Examples of technology for reading DTB's can be found in [44,45,101,102,134,135].…”

Section: Audio Presentation Of Textmentioning

confidence: 99%

Accessible presentation of information for people with visual disabilities

Power

Jürgensen

2009

Univ Access Inf Soc

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Personal computers, palm top computers, media players and cell phones provide instant access to information from around the world. There are a wide variety of options available to make that information available to people with visual disabilities, so many that choosing one for use in any given context can often feel daunting to someone new to the field of accessibility. This paper reviews tools and techniques for the presentation of textual, graphic, mathematic and web documents through audio and haptic modalities to people with visual disabilities.

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“…Because of the braille reading proficiency required, the course is designed to be taken by students in their late teens and by adults. Not all people who are visually impaired are able to learn to read braille music (Crombie, Dijkstra, Schut, & Lindsay, 2002). A contracted braille reader has command of 23 words that are contracted to single characters; this goes beyond rudimentary braille and is a prerequisite for participation in the online course.…”

Section: Braille Music Coursementioning

confidence: 99%