Music, More Than Sound: Examining the Musical Experiences of d/Deaf and Hard of Hearing Individuals
Open Access
- Author:
- Almonte, Alex
- Area of Honors:
- Music Education
- Degree:
- Bachelor of Music Education
- Document Type:
- Thesis
- Thesis Supervisors:
- Linda Carol Porter Thornton, Thesis Supervisor
Linda Carol Porter Thornton, Thesis Honors Advisor
Sarah H Watts, Faculty Reader - Keywords:
- deaf
Deaf
music education
d/Deaf - Abstract:
- The current realm of music education primarily focuses on students’ ability to hear. This audio-centric perspective limits learning for d/Deaf and Hard of Hearing students, as well as hearing students, by not providing prominent, multi-modal ways to learn. This study examined the musical experiences of d/Deaf and Hard of Hearing individuals to (1) better understand ways individuals with hearing loss can be supported in their music education and to (2) understand different ways to foster a more holistic music education for all students. The findings of this study showed that music is a valued part of many d/Deaf and Hard of Hearing individuals’ lives. Many d/Deaf and Hard of Hearing individuals engage in musicking by using their residual hearing, feeling the vibrations created by sound, and/or accessing music through visual means. These individuals enjoy musicking for its opportunities to learn a new skill, develop soft skills, and build deeper connections with themselves and others. Despite the value that music holds in the lives of d/Deaf and Hard of Hearing individuals, a majority of individuals with any degree of hearing loss believe that places of musical learning are not welcoming or accessible for them due to lack of supports. Learning of d/Deaf and Hard of Hearing individuals, as well as hearing students, can be more strongly supported my providing opportunities to focus on the benefits of differentiated learning, the benefits of applying multimodal teaching techniques with emphases on vision and tactual engagements, the value of one-one instruction, the necessity of working with students on a plan for their learning, and music’s ability to foster community and soft skills in additional to musical skills. By continuing to understand the musical experiences of d/Deaf and Hard of Hearing individuals, music educators can continue to find ways to support the needs of all of their learners.