Strategies for teaching music to a child or young person with visual impairment
General points to consider
Keep layout of the classroom consistent. This helps the child or young person map the area and find resources independently.
Share music resources prior to the lesson. This could be electronically via a music file or large print or braille
Give child or young person time to explore different instruments
Remember that when instruments are being played/increased background noise it will be more difficult for the child or young person to listen and respond to instructions – may need to offer short breaks
Demonstrate or explain that different instruments are played with light or heavier touches
Different instruments require manual dexterity. You may need to physically guide children or young people’s fingers to the correct position
Bright or tactile tape, wikki sticks or bump ons can help to make it easier to see where to hold an instrument
Use instruments with a high tactile feel
Check understanding by asking child or young person to play back what they have just heard.
Use repetition in songs to enable the child or young person to predict and respond in time.
As a group, sit in a circle to explore the sounds of different instruments – note how they sound in different parts of the room etc
Break music into smaller sections to support mastery
Use a music stand with a hard back to bring it within useful functional vision instead of placing worksheets flat on the floor or table behind an instrument.
Using technology to access music
Tablets can help children and young people read musical scores as the screen can be magnified using pinch-to-zoom.
iPads are musical instruments as well. Consider using GarageBand or the simpler Figure.
Book Creator makes multimedia E-books, which can help children and young people access and record songs to rehearse later.
There are both free and commercial programmes which can convert Music XML files into braille music. Use the following links for more information: GoodFeel by Dancing Dots dancingdots.com BrailleMuse www.braillemuse.net
Read a list of helpful tips, from a year 11 pupil, who is studying GCSEs in both music and singing
Embrace support from adults and peers, as the technology side of studying music is very hard. Otherwise the music you’d create using technology will not be an accurate representation of your ability. Having the support is important – the adult will help you find your way around a computer and provide descriptions of the various sounds you can choose.
Group work in music is hard when you are visually impaired, as the room is generally noisier. Get your teacher’s help in finding a suitable group of peers for you to work with and be open to asking your group for help. It’s difficult to involve yourself otherwise and you might feel quite isolated!
Speak-up if resources are not working as well as they could. Tell your teacher and discuss how they could be adapted differently, trying different approaches.
Build really good relationships with the adults who you are working with – this is really important in a practical subject like Music, as they will need to be involved and supporting you a lot of the time. Describe to them how to support you so they’re confident – everyone has their different ways of working and what people assume may not always be correct.
Work with your teacher to find the best approach to music notation – it needs to be bespoke for you. I like to take screenshots of high resolution musical scores on my tablet, and then add notes as annotations through zooming in. But there are also apps available and tactile approaches too.