Research projects
Sounds of Intent
The 'Sounds of Intent' research project was set up in 2002 jointly by the Institute of Education, Roehampton University, and the Royal National Institute of the Blind.
The aim of Sounds of Intent is to investigate and promote the musical development of children and young people with learning difficulties - although the system can also be used effectively with adults.
The research team has developed a framework of musical development that covers the whole range of ability from profound and multiple learning difficulties (PMLD) to those with autism, with or without exceptional musical abilities (so-called savants).
The framework is freely available to anyone who wishes to use it, and works on all platforms, though it is particularly well suited to touch-screen technology (such as iPads).
The software enables ideas for promoting children's engagement with music to be viewed and downloaded, and for individual children to be assessed.
Teachers, therapists, other practitioners and parents can register to assess their children online. Assessments can be made as a one-off or over a period of time. The results can be printed out as numbers or in graphical form.
The research team is grateful for extensive support from the Esmée Fairbairn Foundation and The Amber Trust.
For more information, including video examples, please visit the Sounds of Intent website.
Publications
For more information or to get a copy of these publications, please contact the Music Advisory Service by email: mas@rnib.org.uk
Braille Music Quick Survey
In 2011/12, RNIB's Music Advisory Service (MAS) undertook a survey in order to acquire an outline of how blind pupils are currently taught Braille music in schools in England.
Background:
RNIB has had a commitment to producing Braille music scores for over a hundred years.
MAS is eager to serve the needs of Braille music users, directly and indirectly.
To sustain use of Braille music, young people need to learn Braille music. Young people (now mainly taught as the only blind student in a mainstream school, rather than in special schools for the blind where literary Braille is used by many pupils) need to learn to be fluent readers of the system. In the current fragmented educational set up, with specialist staff on both the visual impairment and musical sides not necessarily knowing that Braille music exists, it is important that a service such as MAS has an overview of pockets of activity and shares this practice with others who may benefit from this work.
we hope the findings are of interest to anyone working with young blind musicians. If you would like to share your experiences or make any comments, please contact mas@rnib.org.uk
PROMISE report
Welch, G.; Ockelford, A.; Zimmermann, S-A. (2001)
PROMISE: Provision of Music in Special Education
London: RNIB and Institute of Education
A survey of music making in schools for pupils with severe learning difficulties and profound and multiple learning difficulties, based on observations in schools, interviews with staff and a survey to headteachers, music co-ordinators, music therapists and other staff using music in their work.
Making Music in the Primary School - Whole class instrumental and vocal teaching
Ed: Beach, N.; Evans, J; Spruce, G.
Routledge 2011
Making Music in the Primary School is an essential guide for all student and practising primary school teachers, instrumental teachers and community musicians involved in music with children. It explores teaching and learning music with the whole class and provides a framework for successful musical experiences with large groups of children.
Striking the perfect balance between theory and practice, this invaluable text includes case studies and exemplars, carefully designed activities to try out in the classroom, as well as a range of tried-and-tested teaching strategies to help you support and develop children's musical experience in the classroom.
Grounded within a practical, philosophical and theoretical framework, the book is structured around the four key principles that underpin effective music teaching and experience:
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Integration - how can we join up children's musical experiences?
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Creativity - how can we support children's musical exploration?
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Access and Inclusion - how can we provide a relevant experience for every child?
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Collaboration - how might we work together to achieve these aims?
Written in a clear, accessible and engaging style, Making Music in the Primary School will give you all the confidence you need when working with whole classes, whatever your musical or teaching background.
RNIB's Music Adviser, Sally Zimmermann, contributes to the section on Access and Inclusion.
Teaching Pupils with Visual Impairment: A guide to making the school curriculum accessible
Ed: Salisbury, R.;
Routledge 2007
This book is in 2 main sections. The first section covers general information about the inclusion of pupils with visual impairment in a mainstream school. Topics covered in this section include Individual Education Plans, the school environment, trips and visits, mobility and orientation and assessment.
The second section is a detailed look at teaching curriculum subjects to pupils with visual impairment. There's a chapter on most curriculum subjects, including the core subjects of literacy, mathematics and science, and other subjects such as history, geography, physical education, art and music.
A review in the April 2008 issue of RNIB's Insight magazine called this book an "excellent practical resource" and "an essential guide for new and experienced support assistants and teachers working with a child who has sight problems".
The music chapters are written by Sally Zimmermann, RNIB Music Adviser.
Focus on Music:
Exploring the musical interests and abilities of blind and partially sighted children and young people with septo-optic dysplasia.
Ockelford, A; Pring, L; Welch, G & Treffert, D. (2006)
Provision of Music in Special Education
Welch, G; Ockelford, A. & Zimmermann, S-A. (2001)
Music Moves
Ockelford, A. (1998)
Describes music in the education of children and young people who are blind and partially sighted and have learning difficulties.
Instrumental Music
Zimmermann, S-A. (1998)
Describes factors in learning musical instruments for children and young people who are blind and partially sighted.
Articles in RNIB Magazines
Music and communication:
How a collaboration between speech therapy and music sessions can work together to help develop communication skills. By Caroline Stanfield and Sally Zimmermann.
published in Insight November/December 2007
RNIB magazines focussing on music
Curriculum Bitesize, Issue 35, September/October 2011
Including the following articles
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Braille Music: Where could it take you?
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Is it possible to take GCSE Music without reading music notation?
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Music Therapy
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Music products from RNIB
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Sing Up: Help kids find their voice
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Learning an instrument
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Career opportunities in music
To view this issue, please visit the Insight Magazine page where it is available to download in Word and PDF formats.
Insight Magazine, issue 18, November/December 2008
Including the following articles
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Notation: reading music and writing it down
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Memorisation techniques
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Can I study GCSE Music without knowing Braille Music?
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Taking music examinations
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Prima Vista: "First Sight" and Braille Music
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My journey to the BBC Proms
Eye Contact 40 Autumn 2004
Including the following articles
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music for all the family
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Interactive Music
Music Employment Survey
Employment in the music industry for people with sight problems in England.
MEEAS (2004)