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Additional music domain references

From: Scott Hollier <scott@hollier.info>
Date: Wed, 10 Oct 2018 09:09:19 +0000
To: Research Questions Task Force <public-rqtf@w3.org>
Message-ID: <SN6PR01MB4349DF7D3C22F31B1E256BEADCE00@SN6PR01MB4349.prod.exchangelabs.com>
To the RQTF

I've managed to find some more domain-specific references to music. If Dave is free they should be in the correct format to be added to, the music reference wiki.

Thanks everyone and look forward to chatting on the call shortly.


Author: Baker, David and Green, Lucy
Year: 2016
Title: Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians
Journal: Research Studies in Music Education
Volume: 38
Issue: 2
Pages: 193-219
Abstract: <p> 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. </p>

Author: Genfang, Chen, Wenjun, Zhang and Qiuqiu, Wang
Year: 2009
Title: Pick-up the Musical Information from Digital Musical Score Based on Mathematical Morphology and Music Notation
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&#x025
, 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.

Author: Knight, Andrew
Year: 2013
Title: Uses of iPadŽ Applications in Music Therapy
Journal: Music Therapy Perspectives
Volume: 31
Issue: 2
Pages: 189-196

Author: Knight, Andrew and Lagasse, A. Blythe
Year: 2012
Title: Re-Connecting to Music Technology: Looking Back and Looking Forward
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.

Author: Mandanici, Marcella, Roda, Antonio and Canazza, Sergio
Year: 2016
Title: The Harmonic Walk: An Interactive Physical Environment to Learn Tonal Melody Accompaniment
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.

Author: Melago, Kathleen A.
Year: 2014
Title: Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons
Journal: Music Educators Journal
Volume: 101
Issue: 2
Pages: 37-43
Abstract: <p> 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. </p>

Author: Nelson, Kent Peter and Hourigan, Ryan M.
Year: 2016
Title: A Comparative Case Study of Learning Strategies and Recommendations of Five Professional Musicians With Dyslexia
Journal: Update: Applications of Research in Music Education
Volume: 35
Issue: 1
Pages: 54-65
Abstract: <p> 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. </p>

Author: Parker, Elizabeth Cassidy and Draves, Tami J.
Year: 2017
Title: A Narrative of Two Preservice Music Teachers With Visual Impairment
Journal: Journal of Research in Music Education
Volume: 64
Issue: 4
Pages: 385-404
Abstract: <p> 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. </p>

Author: Parker, Elizabeth Cassidy and Draves, Tami J.
Year: 2018
Title: Tensions and perplexities within teacher education and P-12 schools for music teachers with visual impairments
Journal: Arts Education Policy Review
Volume: 119
Issue: 1
Pages: 42-52
Short Title: Tensions and perplexities within teacher education and P-12 schools for music teachers with visual impairments
ISSN: 1063-2913
DOI: 10.1080/10632913.2016.1201028
Keywords: Article
Essential Functions
Students With Disabilities
Teacher Education
Teachers With Disabilities
Visual Impairment
Abstract: ABSTRACTessential functions 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.

Author: Power, Christopher and Jürgensen, Helmut
Year: 2010
Title: Accessible presentation of information for people with visual disabilities
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.

Author: Quaglia, Bruce
Year: 2015
Title: Planning for Student Variability: Universal Design for Learning in the Music Theory Classroom and Curriculum
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.

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
Title: Go-with-the-flow : Tracking, Analysis and Sonification of Movement and Breathing to Build Confidence in Activity Despite Chronic Pain
Journal: Human-Computer Interaction
Volume: 31
Issue: 3-4
Abstract: AbstractGo-with-the-Flow 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. Acknowledgments Acknowledgments . Thanks to physiotherapists at the University College London Hospital for their inputs. Thanks to Isaac Pouw for help with developing the wearable device. Thanks to our study participants. Fundingwww.emo-pain.ac.uk Funding . Thanks to EPSRC EP/G043507/1 grant: Pain rehabilitation: E/Motion-based automated coaching ( www.emo-pain.ac.uk ). The research of Antonio Camurri, Stefano Piana and Gualtiero Volpe is partially supported by the EU ICT DANCE project no.645553 HCI Editorial Record.Editor HCI Editorial Record . First received on 19 November 2014. Revision received on 6 May 2015. Accepted by Kenton O'Hara. Final manuscript received on 13 August 2015. - Editor

Author: Witmer, Nancy
Year: 2015
Title: Music lessons from a tablet computer: The effect of incorporating a touchscreen device in teaching music staff notation to students with dyslexia
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.

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