The Role of Music in Deaf Culture: Implications for Music Educators

1993 ◽  
Vol 41 (2) ◽  
pp. 93 ◽  
Author(s):  
Alice-Ann Darrow
Keyword(s):  
Music Educators ◽  
Deaf Culture

scholarly journals The phenomenon of signed music in Deaf culture

2021 ◽  
Vol 20 (4) ◽  
pp. 259-271
Author(s):  
Marina Radić-Šestić ◽  
Mia Šešum ◽  
Ljubica Isaković
Keyword(s):  
Technological Development ◽  
Deaf Culture ◽  
Past Century ◽  
Deaf Community ◽  
The Past ◽  
Art Form ◽  
Cultural Frameworks ◽  
Musical Perception ◽  
Musical Elements

Introduction. Music in the Deaf community is a socio-cultural phenomenon that depicts a specific identity and way of experiencing the world, which is just as diverse, rich and meaningful as that of members of any other culture. Objective. The aim of this paper was to point out the historical and socio-cultural frameworks, complexity, richness, specific elements, types and forms of musical expression of members of the Deaf community. Methods. The applied methods included comparative analysis, evaluation, and deduction and induction system. Results. Due to limitations or a lack of auditive component, the members of Deaf culture use different communication tools, such as speech, pantomime, facial expressions and sign language. Signed music, as a phenomenon, is the artistic form which does not have long history. However, since the nineties of the past century and with technological development, it has been gaining greater interest and acknowledgement within the Deaf community and among the hearing audience. Signed music uses specific visuo-spatial-kinaesthetic and auditive elements in expression, such as rhythm, dynamism, rhyme, expressiveness, iconicity, intensity of the musical perception and the combination of the role of the performer. Conclusion. Signed music as a phenomenon is an art form that incorporates sign poetic characteristics (lyrical contents), visual musical elements and dance.

The Role of the In-and-About Music Educators Clubs

1958 ◽  
Vol 44 (3) ◽  
pp. 70
Author(s):  
E. Arthur Hill
Keyword(s):  
Music Educators

Commentary: Music Learning and Teaching During Adolescence: Ages 12–18

2012 ◽  
pp. 435-440
Author(s):  
Gary Spruce ◽  
Oscar Odena
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teaching ◽  
Music Learning ◽  
Learning And Teaching ◽  
Key Issues ◽  
The Way

This article focuses on music teaching and learning during the adolescent years by identifying and exploring key issues, concepts, and debates that particularly impact on, or are significant for, the musical experiences and development of young people during this period of their lives. A number of key themes emerge from the discussions that cause us to question assumptions about the role of music in the lives of adolescents, including how young people use and relate to music, and the way music educators can best meet the challenges of addressing young people's musical and wider needs in the range of contexts in which their musical learning and experiences take place.

Jazz Drums

2019 ◽  
pp. 219-230
Author(s):  
Gregory Evans
Keyword(s):  
Music Educators ◽  
Drum Set ◽  
Sound Sources

It is no secret that music educators are faced with unique challenges when engaging young musicians who play drum sets. Many educators aren’t drummers themselves, which can create fear and uncertainty and ultimately lead them to avoid, rather than embrace, the wonderful and exciting world of jazz percussion. This chapter provides conceptual and technical approaches to understanding the role each component of the drum set contributes to the ensemble, as well as the role of the drum set in its entirety. It also touches on how dynamics can change the function and style of a groove as well as creative ways to encourage students to move beyond pattern playing. In particular, discussion and examples are provided regarding setup, sound sources, keeping time, functioning within the rhythm section, transitioning from timekeeping to improvising, and various rhythms and grooves.

Eurhythmics, Sufficient Space, and the Role of Environment in the Child’s Development

2019 ◽  
Vol 105 (4) ◽  
pp. 37-44
Author(s):  
Bonnie Schaffhauser Jacobi
Keyword(s):  
Classroom Environment ◽  
Educational Philosophy ◽  
Music Educators ◽  
Theoretical Background ◽  
Reggio Emilia ◽  
Music Instruction ◽  
Music Learning ◽  
Learning Space ◽  
Sufficient Space

Sufficient space is integral to high-quality music instruction, but what makes our space “sufficient”? This article provides historical and theoretical background about the role of space in learning and the use of movement as a tool for learning music. When their input is sought, children order space as a high priority within a school and frequently reference aesthetic aspects of the environment. The structure of the educational philosophy of Reggio Emilia (a municipality in northern Italy) is proposed as a model for ways that music educators can envision learning space. By elevating the classroom environment to the level of a “third educator” and inviting input from the child, we may be able to better address challenges of space and build music-learning environments that exceed “sufficiency.”

scholarly journals O ENSINO DE GEOGRAFIA NA EDUCAÇÃO DE SURDOS: estudo de caso no Instituto Cearense de Educação de Surdos - ICES

2019 ◽  
Vol 9 (17) ◽  
pp. 232-255
Author(s):  
Ana Karolina de Oliveira Sousa ◽  
Alexandra Maria De Oliveira
Keyword(s):  
Daily Life ◽  
Deaf Education ◽  
Deaf Culture ◽  
Structured Interviews ◽  
School Subject ◽  
Deaf Students ◽  
Geographical Knowledge ◽  
Participatory Observation

O ensino de Geografia na contemporaneidade tem procurado refletir sobre o papel da disciplina escolar em diversos contextos socioeducacionais. Ao pensar na educação de surdos, vemos que a realidade é mais complexa porque a surdez deixou de ser doença para ser o singular. No sentido de contribuir para os estudos sobre o ensino de Geografia na educação de surdos, a pesquisa, ocorrida no ano de 2014, teve como objetivo relatar de forma crítica a experiência desenvolvida no Estágio Supervisionado II com a educação de surdos e o trabalho com o ensino de geografia. O estudo de caso contou com estágio de vivência, observação participativa, entrevistas semiestruturadas e atividades em parceria com o professor. A partir da compreensão das necessidades das turmas, houve um trabalho de intervenção na sala de aula, com a aplicação do jogo “Geografia: imagens e conceitos”, visando contribuir com a dinâmica na construção dos conhecimentos geográficos presentes nos livros didáticos e no cotidiano dos alunos. No processo, ficou constatado que os alunos surdos do Instituto Cearense de Educação de Surdos (ICES) dialogam com a Geografia escolar com base na análise de imagens, na Língua Brasileira de Sinais (Libras) e na cultura surda, e que a utilização de jogos pedagógicos pode dinamizar positivamente as aulas de Geografia.PALAVRAS-CHAVEEducação de Surdos, Ensino de Geografia, Ceará.THE TEACHING OF GEOGRAPHY IN DEAF EDUCATION: a case study in the Cearense of Deaf Education - ICESABSTRACTThe teaching of Geography in the contemporaneity has sought to reflect on the role of this school subject in various socio-educational contexts. When thinking about deaf education, the reality is more complex because deafness is no longer an illness, but the singular. In order to contribute to the studies about the teaching of Geography in deaf education, the research, carried out in 2014, aimed to report critically the experience developed in the II Supervised Internship with deaf education and the work with the teaching of geography. The case study addressed a stage of experience, participatory observation, semi-structured interviews and activities in partnership with the teacher. From the understanding of the groups of students' needs, there was a work of intervention in the classroom, with the application of the game "Geography: images and concepts", aiming to contribute with the dynamics in the construction of the geographical knowledge present in the textbooks and the daily life of the students. In the process, it was verified that deaf students of the Cearense Institute of Deaf Education (ICES) dialog with the school Geography based on the analysis of images, the Brazilian Language of Signs (Libras) and the deaf culture, as well as that the use of games can positively stimulate Geography classes.KEYWORDSDeaf Education, Teaching of Geography, Ceará.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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