DUA+M: Inclusivity in Music Education for Blind Musicians
Abstract
Music education has historically been structured around two predominant senses: the auditory, because music is a sonic language, and the visual, since musical scores where musical works are written are built upon a purely visual language. When a blind musician enters the music classroom, this structure must be rethought, both at the didactic and evaluative levels. The objective of the present research is to recognize other ways of being in the classroom and the teaching resources to accommodate this diversity. It is from this perspective that DUA+M (Universal Design for Learning in Music) is proposed as a didactic tool that embraces the diversity present in the music teaching classroom. The methodological approach used in the study was A/R/Tography, which combines education, art, and research to generate new processes and knowledge. The study’s results show that it is essential to advance qualification processes aimed at music teachers and the relevance of fostering inclusivity in music classrooms for blind musicians using all senses, especially haptic perception, which is the way of learning through touch in motion.
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