Music Braille Pedagogy: The Intersection of Blindness, Braille, Music Learning Theory, and Laban

Abstract

Braille is an important literacy medium for music learners who are blind. In New Zealand, an active community of music braille users exists, yet, there is no pedagogy for the teaching and learning of it. This thesis seeks to remedy that omission through the application of Edwin Gordon’s Music Learning Theory (MLT). An initial discussion establishes a philosophical frame of reference and positions music braille within a broader context of music literacy. Two interrelated action research projects were then undertaken to investigate how MLT principles and practices can be effectively and inclusively applied with learners who are blind. The projects used narrative techniques and targeted two specific learning needs that pose unique pedagogical challenges for teachers, the inclusion of braille notation and the inclusion of physical movement. It was believed that the intersection of MLT, blindness, and braille would provide a holistic picture of the learner and inform the development of a flexible and responsive music braille pedagogy. Nine learners, aged seven to seventeen, engaged in a 17-month research project designed to consider how the structure and format of braille influences the conceptualisation of music notation, and how blindness and braille influence the outworking of the MLT skill learning sequences. Thematic analysis of multiple data sources revealed seven themes of pedagogical significance and a range of pedagogical recommendations. An experiential approach was applied to the second project which sought to generate greater understanding of learners’ lived experience when engaging with Laban-inspired movement activities. Learner experiences revealed how movement activities can influence the development of abstract musical concepts and music performance, and identified appropriate pedagogical techniques. These qualitative research projects collectively generated greater awareness and understanding of the subtle differences in cognitive, haptic, and kinaesthetic processing demanded from a music learner who is blind. They also generated concrete pedagogic recommendations which inform curriculum and pedagogy development. The subsequent shift in pedagogical thinking contains implications for both policy makers and teachers.