Music Literature Review

From Research Questions Task Force

This page is a collection of relevant references on music, with a focus on domain-specific notation and accessibility implications. It is part of RQTF's activity looking at accessibility and Domain-specific notation. The reference list shouldn't be considered complete or definitive, and is likely to regularly undergo formatting improvement and reorganization to support the review and analysis process.

Publications with direct link to music and accessibility/disability

Tensions and perplexities within teacher education and P–12 schools for music teachers with visual impairments

  • Author: Parker, Elizabeth Cassidy and Draves, Tami J.
  • Year: 2018
  • Journal: Arts Education Policy Review
  • Volume: 119
  • Issue: 1
  • Pages: 42-52
  • ISSN: 1063-2913
  • DOI: 10.1080/10632913.2016.1201028

Abstract: We have written this article seeking to connect societal perceptions of disability with P–12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the following questions: (a) How have special education programs within P–12 schools, universities, and schools of music reflected societal perceptions of persons with disabilities and how do those in turn influence perceptions of teacher candidates? (b) How have the essential functions of teaching been articulated by accreditation programs and what tensions arise when music teachers with visual impairments are considered for employment? and (c) What are potential ways forward for P–12 education, teacher education programs, and schools of music?

To disrupt binaries between able and disabled in schools, we recommend embracing a broader, interdependent view of music education, one that is defined by and includes all teaching professionals and school communities. Additionally, we support recruitment of teacher candidates with disabilities to music education programs and consistent advocacy through matriculation and job placement to encourage entry into P–12 schools.

A Narrative of Two Preservice Music Teachers With Visual Impairment

  • Author: Parker, Elizabeth Cassidy and Draves, Tami J.
  • Year: 2017
  • Journal: Journal of Research in Music Education
  • Volume: 64
  • Issue: 4
  • Pages: 385-404

Abstract: The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P–12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent.

Using a transformative paradigm and social model of disability as lenses, we retell participants’ experiences across three commonplaces of narrative inquiry: sociality, temporality, and place. Participants told their student teaching stories through various field texts, including interviews, journals, emails, and informal conversations.

Three particular issues were highlighted strongly within their narratives: accessible music, reliance on others, and individuals’ attitudes. Issues of what constitutes effective teaching, teacher identity construction, and preparedness for working with individuals with disabilities also emerged. Multiple avenues are suggested for practice, research, and policy in music, teacher education, and teachers with disabilities.

Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians

  • Author: Baker, David and Green, Lucy
  • Year: 2016
  • Journal: Research Studies in Music Education
  • Volume: 38
  • Issue: 2
  • Pages: 193-219

Abstract: This article discusses findings on schooling, pedagogy and notation in the life-experiences of amateur and professional visually-impaired musicians/music teachers, and the professional experiences of sighted music teachers who work with visually-impaired learners. The study formed part of a broader UK Arts and Humanities Research Council funded project, officially entitled “Visually-impaired musicians’ lives: Trajectories of musical practice, participation and learning”, but which came to be known as “Visually-impaired musicians’ lives” (VIML). VIML was led at the UCL Institute of Education, London, UK and supported by the Royal Academy of Music, London, and Royal National Institute of Blind People (RNIB) UK, starting in 2013 and concluding in 2015. It sourced “insider” perspectives from 225 adult blind and partially-sighted musicians/music teachers, and 6 sighted music teachers, through life history interviews and an international questionnaire, which collected quantitative and qualitative data.

Through articulating a range of “insider” voices, this article examines some issues, as construed by respondents, around educational equality and inclusion in music for visually-impaired children and adults in relation to three main areas: the provision of mainstream schooling versus special schools pedagogy, including the preparedness of teachers to respond to the needs of visually-impaired learners and the educational role of notation, focusing particularly on Braille as well as other print media.

The investigation found multifaceted perspectives on the merits of visually-impaired children being educated in either mainstream or special educational contexts. These related to matters such as access to specific learning opportunities, a lack of understanding of visually-impaired musicians’ learning processes (including accessible technologies and score media) in mainstream contexts, and concerns about the knowledge of music educators in relation to visual impairment. Regarding pedagogy, there were challenges raised, but also helpful areas for sighted music educators to consider, such as differentiation by sight condition and approach, and the varying roles of gesture, language, light and touch. There was diversity in musical participation of visually-impaired adult learners, along with some surprising barriers as well as opportunities linked to different genres and musical contexts, particularly in relation to various print media, and sight reading.

A Comparative Case Study of Learning Strategies and Recommendations of Five Professional Musicians With Dyslexia

  • Author: Nelson, Kent Peter and Hourigan, Ryan M.
  • Year: 2016
  • Journal: Update: Applications of Research in Music Education
  • Volume: 35
  • Issue: 1
  • Pages: 54-65

Abstract: Many of the characteristics of dyslexia—such as difficulties with decoding written symbols, phonemic awareness, physical coordination, and readable handwriting—may adversely affect music learning. Despite challenges, individuals with dyslexia can succeed in music.

The purpose of this study was to examine the perceptions of five professional musicians with dyslexia as they reflect on their experiences learning music. Answers to the following research questions were sought: (a) What are the perceived abilities and challenges that the participants believe they have developed in music because of their diagnoses of dyslexia? (b) What strategies have the participants used to overcome the challenges associated with dyslexia? and (c) What recommendations did the participants have for adults to assist students with dyslexia who are enrolled in school music programs?

The findings in this study included support for multisensory teaching, isolating musical components, learning of jazz and popular music, using technology, and small group instruction.

Planning for Student Variability: Universal Design for Learning in the Music Theory Classroom and Curriculum

  • Author: Quaglia, Bruce
  • Year: 2015
  • Journal: Music Theory Online
  • Volume: 21
  • Issue: 1

Abstract: Universal Design for Learning (UDL) embodies a set of principles for developing accessible curricula and inclusive classroom learning environments. It is a flexible framework that can be adapted to the individual needs and predilections of a diverse set of learners, including students with disabilities. UDL can reduce the need for individual accommodations for disabled students, but its goal is to enhance learning for all students. Research and practical applications have demonstrated that designing curricula that are intended to provide greater access to learners who are in the margins also benefits many other learners. The objective of UDL is to develop expert learners throughout a curriculum by providing multiple means for learning, engagement, and demonstration at each level of instruction. The core music theory and musicianship curriculum taught at most colleges and universities will benefit from the guidelines established for UDL, and these are adaptable to various forms of curricular content. This article provides an overview of the history of UDL and its guidelines, and then proposes strategies for their implementation that are specific to music theory and musicianship pedagogy at the planning phase of course design, including assessment. The discussion engages learning typologies as a means for addressing learner variability throughout the course design.

Music lessons from a tablet computer: The effect of incorporating a touchscreen device in teaching music staff notation to students with dyslexia

  • Author: Witmer, Nancy
  • Year: 2015
  • Secondary Author: Webster, Peter R., Dorfman, Jay and Higgins, Lee
  • Publisher: ProQuest Dissertations Publishing

Abstract: The purpose of this study was to examine the effectiveness of a software application for guided practice on a tablet computer used as a multisensory instructional tool in the process of teaching music staff notation to students who have dyslexia. Between 15 to 20% of people in the United States may have dyslexia or related learning differences in the form of difficulties with reading and language processing. Having dyslexia does not preclude engagement in playing music however, evidence shows students with dyslexia often have trouble learning how to read music notation (Ganschow, Lloyd-Jones & Miles, 1994; Miles & Westcombe, 2004; Stewart, 2008).

Technology, specifically the tablet computer, has potential to address individual needs of students in the domain of music a variety of applications have been created for teaching and practicing the recognition of musical notation. The theoretical framework underlying the study was based on two theories related to the learning process of students with dyslexia: the phonological deficit and the dyslexia automatization deficit theories.

A quasi-experimental design was employed using intact classes of third, fourth, and fifth grade students (N=72) who attended an academy for students with dyslexia. The students were taught a series of lessons on reading music staff notation for seven weeks. The same teacher taught all classes. The treatment classes were given time for the guided-practice of music staff notation on the tablet the control classes used the tablets for the same amount of time with other music applications, but were not given access to the specific treatment program. Data used to tabulate results of the study were collected with the use of pre and posttests of music staff notation recognition.

The overall conclusion was that the use of the tablet for guided-practice in conjunction with instruction was significantly more effective at increasing the ability of students to recognize musical staff notation than using instruction alone.

Go-with-the-flow : Tracking, Analysis and Sonification of Movement and Breathing to Build Confidence in Activity Despite Chronic Pain

  • Author: Singh, Aneesha, Piana, Stefano, Pollarolo, Davide, Volpe, Gualtiero, Varni, Giovanna, Tajadura-Jimenez, Ana, Williams, Amanda Cdec, Camurri, Antonio and Bianchi-Berthouze, Nadia
  • Year: 2015
  • Journal: Human–Computer Interaction
  • Volume: 31
  • Issue: 3-4

Abstract: Chronic (persistent) pain (CP) affects one in ten adults. Clinical resources are insufficient, and anxiety about activity restricts lives. Technological aids monitor activity but lack necessary psychological support. This paper proposes a new sonification framework, Go-with-the-Flow , informed by physiotherapists and people with CP. The framework proposes articulation of user-defined sonified exercise spaces (SESs) tailored to psychological needs and physical capabilities that enhance body and movement awareness to rebuild confidence in physical activity. A smartphone-based wearable device and a Kinect-based device were designed based on the framework to track movement and breathing and sonify them during physical activity.

In control studies conducted to evaluate the sonification strategies, people with CP reported increased performance, motivation, awareness of movement and relaxation with sound feedback. Home studies, a focus group and a survey of CP patients conducted at the end of a hospital pain management session provided an in-depth understanding of how different aspects of the SESs and their calibration can facilitate self-directed rehabilitation and how the wearable version of the device can facilitate transfer of gains from exercise to feared or demanding activities in real life.

We conclude by discussing the implications of our findings on the design of technology for physical rehabilitation.

Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons

  • Author: Melago, Kathleen A.
  • Year: 2014
  • Journal: Music Educators Journal
  • Volume: 101
  • Issue: 2
  • Pages: 37-43

Abstract: Teachers can easily encounter students with Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) in the instrumental lesson setting. Applicable to instrumental lesson settings in the public or private schools, private studios, or college studios, this article focuses on specific strategies ranging from the organization of the teaching studio to the instructional delivery that can help students with ADD and ADHD achieve their highest musical potential. By making small changes in studio arrangement/decoration, maintaining open lines of communication with parents, and understanding some key elements that can affect students’ ability to most efficiently learn, instrumental lesson teachers can improve the learning not only of students with ADD or ADHD, but of all students. 

Music Training Interface for Visually Impaired through a Novel Approach to Optical Music Recognition

  • Author: Kiriella, Dawpadee B., Kumari, Shyama C., Ranasinghe, Kavindu C. and Jayaratne, Lakshman
  • Year: 2014
  • Journal: GSTF Journal on Computing (JoC)
  • Volume: 3
  • Issue: 4
  • Pages: 1-14

Abstract: Some inherited barriers which limits the human abilities can be surprisingly win through technology. This research focuses on defining a more reliable and a controllable interface for visually impaired people to read and study eastern music notations which are widely available in printed format. One of another concept behind was that differently-abled people should be assisted in a way which they can proceed interested tasks in an independent way.

The research provide means to continue on researching the validity of using a controllable auditory interface instead using Braille music scripts converted with the help of 3 rd parties. The research further summarizes the requirements aroused by the relevant users, design considerations, evaluation results on user feedbacks of proposed interface.

Teaching Music to Blind Children: New Strategies for Teaching through Interactive Use of Musibraille Software

  • Author: Borges, José Antonio and Tomé, Dolores
  • Year: 2014
  • Journal: Procedia Computer Science
  • Volume: 27
  • Issue: C
  • Pages: 19-27

Abstract: This paper presents a methodology for teaching music to blind children, based on the interaction with the Musibraille software, to which specific functions were added so it can support the activities of basic music education. The main activities and related functions are described and illustrated. Some essential project characteristics are also quickly shown, especially to explain the big changes it has produced in the role of Braille Music and in the music education of blind people in Brazil.

Accessible presentation of information for people with visual disabilities

  • Author: Power, Christopher and Jürgensen, Helmut
  • Year: 2010
  • Journal: International Journal
  • Volume: 9
  • Issue: 2
  • Pages: 97-119

Abstract: 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.

Intelligent computing technologies in music processing for blind people

  • Author: Homenda, W.
  • Year: 2010
  • Pages: 1400-1405

Abstract: A discussion on involvement of knowledge based methods in implementation of user friendly computer programs for disabled people is the goal of this paper. The paper presents a concept of a computer program that is aimed to aid blind people dealing with music and music notation. The concept is solely based on computational intelligence methods involved in implementation of the computer program.

The program is build around two research fields: information acquisition and knowledge representation and processing which are still research and technology challenges. Information acquisition module is used for recognizing printed music notation and storing acquired information in computer memory. This module is a kind of the paper-to-memory data flow technology. Acquired music information stored in computer memory is then subjected to mining implicit relations between music data, to creating a space of music information and then to manipulating music information. Storing and manipulating music information is firmly based on knowledge processing methods.

The program described in this paper involves techniques of pattern recognition and knowledge representation as well as contemporary programming technologies. It is designed for blind people: music teachers, students, hobbyists, musicians.

BMML: Braille Music Markup Language

  • Author: Encelle, Benoit, Jessel, Nadine, Mothe, Josiane, Ralalason, Bachelin and Asensio, Javier
  • Year: 2009
  • Journal: Open Information Systems Journal
  • Volume: 3
  • Pages: 123-135

Abstract: Thanks to the WAI (Web Accessibility Initiative) guidelines for producing accessible HTML documents, visually impaired people can have better access to a lot of textual information. Concerning musical score, several encoding formats are available, focusing on the representation of different aspects of this kind of content. As XML is the standard for exchanging content through the Web, several XML applications have already been specified for representing musical scores, using the traditional music notation. As a result, users can access and share a lot of different types of musical content using the Web. However, for specific notations - like the Braille one - no dedicated XML application has been developed yet. Therefore, visually impaired musicians cannot easily represent, share, and access scores using the Web.

This paper presents the application we have developed to respond to this need: BMML (Braille Music Markup Language). BMML handles specificities of Braille Music notation and takes into account the core features of existing formats. The main objective of BMML is to improve the accessibility of Braille musical scores.

Transformation frameworks and their relevance in universal design

  • Author: Brown, Silas and Robinson, Peter
  • Year: 2004
  • Journal: International Journal
  • Volume: 3
  • Issue: 3
  • Pages: 209-223

Abstract: Music, engineering, mathematics, and many other disciplines have established notations for writing their documents. Adjusting these notations can contribute to universal access by helping to address access difficulties, such as disabilities, cultural backgrounds, or restrictive hardware. Tools that support the programming of such transformations can also assist by allowing the creation of new notations on demand, which is an under-explored option in the relief of educational difficulties.

This paper reviews some programming tools that can be used to effect such transformations. It also introduces a tool, called “4DML,” which allows the programmer to create a “model” of the desired result, from which the transformation is derived.

Towards accessible multimedia music

  • Author: Crombie, D., Diikstra, S., Lenoir, R., McKenzie, N. and Schut, E.
  • Year: 2002
  • Pages: 192-199

Abstract: This paper addresses the provision of music for the print impaired in the digital age. In recent years a number of key initiatives, such as those undertaken by EC funded projects like HARMONICA and WEDELMUSIC, have opened up new opportunities in the field of interactive multimedia music. The area of music encoding is moving towards greater unification and co-ordination of effort with the activities and strategies being pursued by the Music Network. For organizations providing support and alternative format materials for print impaired people this offers the exciting challenge of bringing together several disparate activities and building a far stronger future for coding activities in this field.

This paper provides an overview of the current situation, a detailed description of the key emergent themes, information about recent technical initiatives, and some insight into the activities planned for the coming years.

Universal interfaces to multimedia documents

  • Author: Petrie, H., Fisher, W., Langer, I., Weber, G., Gladstone, K., Rundle, C. and Pyfers, L.
  • Year: 2002
  • Pages: 319-324
  • DOI: 10.1109/ICMI.2002.1167015
  • Keywords: Computing and Processing

Abstract: Electronic documents theoretically have great advantages for people with print disabilities, although currently this potential is not being realized. This paper reports research to develop multimedia documents with universal interfaces which can be configured to the needs of people with a variety of print disabilities. The implications of enriching multimedia documents with additional and alternative single media objects is discussed and an implementation using HTML + TIME has been undertaken.

Publications on music notation and education with less obvious links to to accessibility/disability

The Harmonic Walk: An Interactive Physical Environment to Learn Tonal Melody Accompaniment

  • Author: Mandanici, Marcella, Roda, Antonio and Canazza, Sergio
  • Year: 2016
  • Journal: Advances in Multimedia
  • Volume: 2016
  • Issue: 2016

Abstract: The Harmonic Walk is an interactive physical environment designed for learning and practicing the accompaniment of a tonal melody. Employing a highly innovative multimedia system, the application offers to the user the possibility of getting in touch with some fundamental tonal music features in a very simple and readily available way. Notwithstanding tonal music is very common in our lives, unskilled people as well as music students and even professionals are scarcely conscious of what these features actually are.

The Harmonic Walk, through the body movement in space, can provide all these users a live experience of tonal melody structure, chords progressions, melody accompaniment, and improvisation. Enactive knowledge and embodied cognition allow the user to build an inner map of these musical features, which can be acted by moving on the active surface with a simple step. Thorough assessment tests with musicians and nonmusicians high school students could prove the high communicative power and efficiency of the Harmonic Walk application both in improving musical knowledge and in accomplishing complex musical tasks.

Uses of iPad® Applications in Music Therapy

  • Author: Knight, Andrew
  • Year: 2013
  • Journal: Music Therapy Perspectives
  • Volume: 31
  • Issue: 2
  • Pages: 189-196

Re-Connecting to Music Technology: Looking Back and Looking Forward

  • Author: Knight, Andrew and Lagasse, A. Blythe
  • Year: 2012
  • Journal: Music Therapy Perspectives
  • Volume: 30
  • Issue: 2
  • Pages: 188-195

Abstract: The rate of change in the technological advances available to music therapists is incredible. While Music Therapy Perspectives has hosted discussions on music technology in therapy in the past (for instance, see “Integrating Technology” columns in the early 1990s issues), keeping apace of technological changes, and their impact on education and clinical training, is challenging. This paper contextualizes current advances in music technology through a review of technology applications in the field, and looks to the future, in both educational and clinical applications.

Pick-up the Musical Information from Digital Musical Score Based on Mathematical Morphology and Music Notation

  • Author: Genfang, Chen, Wenjun, Zhang and Qiuqiu, Wang
  • Year: 2009
  • Volume: 1
  • Pages: 1141-1144

Abstract: The basic rule of musical notation for image processing is analyzed, in this paper. Using the structuring elements of musical notation and the basic algorithms of mathematical morphology, a new recognizing for the musical information of digital musical score is presented, and then the musical information is transformed to MIDI file for the communication and restoration of musical score. The results of experiment show that the statistic average value of recognition rate for musical information from digital musical score is 94.4%, and can be satisfied the practical applied demand, and it is a new way for applications of digital library, musical education, musical theory analysis and so on.

A Transcription System from MusicXML Format to Braille Music Notation

  • Author: Goto, D., Gotoh, T., Minamikawa-Tachino, R. and Tamura, N.
  • Year: 2006
  • Journal: EURASIP Journal on Advances in Signal Processing
  • Volume: 2007
  • Issue: 1
  • Pages: 1-9

Abstract: The Internet enables us to freely access music as recorded sound and even music scores. For the visually impaired, music scores must be transcribed from computer-based musical formats to Braille music notation. This paper proposes a transcription system from the MusicXML format to Braille music notation using a structural model of Braille music notation. The resultant Braille scores inspected by volunteer transcribers are up to the international standard. Using this simple and efficient transcription system, it should be possible to provide Braille music scores via the Internet to the visually impaired.

A proposal for the integration of symbolic music notation into multimedia frameworks

  • Author: Bellini, P., Barthelemy, J., Nesi, P. and Zoia, G.
  • Year: 2004
  • Pages: 36-43

Abstract: Integration of music notation in multimedia frameworks, and particularly in MPEG, could open new ways of valorization for that important part of our cultural heritage that is known as "music notation". Integration of music notation with multimedia content could also increase the distribution and diffusion of music notation. Moreover, integration with video, interactivity, digital rights management would enable the development of a huge number of completely new applications in several domains, from education and distance learning, to rehearsal and musical practice at home, and any forms of enjoyment of music that can be imagined.

For these reasons we started a work for integrating symbolic music representation into MPEG standardization process and format. A proposal for realizing this integration in the MPEG-4 players is presented together with the main relationships that the symbolic music representation could have with all the MPEG components. The proposal is grounded on the basis of the assessment of the requirements of a large set of emerging new applications in which music notation is synchronized with multimedia content.