Distinctions and methods of development
of musical abilities of blind
and low vision pupils
I regard the distinctions of musical education and teaching playing a musical instrument of blind pupils mostly from the psychological view, i. e. I analyse distinctions of cognitive activities of a school age blind child. It is for instance changed acoustic and tonal sensitivity, problems with orientation at the finger-board of a keyboard musical instruments, distinctions of Braille notation and so on.
Psychical changes in ear perception contrast also, I suppose, on changes of sensitivity with sounds and tones, if the child has a musical disposition. For orientation at the finger-board of piano without visual feedback, the teacher uses methods and principles which are adequate in conditions of changed cognitive activities of a blind child. Braille musical notation is compound of letters of alphabet, that's why it is alphabetical and it hasn't got character of diagram as notation for musician who can see. For that reason is very useful create and find alternative diagrams because a blind pupil can build up his or her graph conception of movement of melody and harmony on its base.
This Pedagogical lecture was in 1978 awarded as the best one in a national competition.
Contains: 28 pages
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