DOI: 10.36871/hon.202202021
Authors
V. I. Lisovoi
Russian State Specialized Academy of Arts, Moscow, Russian Federation
A. S. Alpatova
Gnesins Russian Academy of Music, Russian Federation, Moscow
Abstract
The article touches upon the problem of the specifics of teaching blind students in a music university.
Its integral part is the issue of fixing educational material on the musical-theoretical
disciplines "Elementary Music Theory", "Solfeggio", "Harmony", "Analysis of Musical Works",
"Polyphony". Memorizing the exercises by heart with subsequent playing on the piano, and
writing down the musical text in Braille represent the two main ways of such fixation (the
third one requires mastering computer programmes).
Particular attention is paid to the difficulties of written fixation in Harmony. Students acquire
the skills to write in four lines while still in college, but with such writing they can mix
up a cell or a line on a Braille writing device. Writing in one line reminds of singing harmonic
solfeggio exercises as one-voiced, in the direction from bass to soprano, but when writing each
note in a line, students must indicate the octave sign. The optimal solution is to write in columns,
where each measure is written in the form of four columns. This reduces the total work
time for solving the harmony task, as it enables better navigation in the space of the Braille
device (more than twenty bars can fit on one page).
Keywords
music pedagogy, teaching musical-theoretical disciplines at university, typhlopedagogy, teaching music to blind students, musical notation in Braille
