A-Z List
Hearing Impairments and Music Therapy
Internet Articles
Compiled by Jess Bruch - December 1999
TG- Teaching and Instruction Guides
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Internet Address: http://www.educ.kent.edu/deafed/971118c.htm
TG 7. Linsenmeier, Carol. "The Mainstreaming of Children Who Are Deaf Into Public School Music Programs."
This web-site describes results and findings of studies which examined mainstreaming children who are deaf into the public school music programs. This web-site offers three sources which can be researched in greater depth at a local library. The first article reports the results of a survey taken by 107 music educators, of which 32% reported that they were teaching students with hearing impairments who were mainstreamed into their music classes. The second article gives the results of a survey taken by 96 deaf education programs which reported that 52% of their students attend regular music classes, while 23% receive no music instruction at all. Only 26% of the schools that offered music instruction had self-contained music classes for their students who have hearing impairments. The third resource reports that in a survey including 32 districts in Ohio, 18.75% of them mainstream children who have hearing impairments while, 9.37% provide special music classes for these students.
Internet Address: http://www.educ.kent.edu/defed/971114c.htm
TG 8. Linsenmeier, Carol. "The Role of Music Instruction in the Education of Children Who Are Deaf."
This web-site describes the views from eight different authors on the role of music instruction in the education of children who are deaf. In one of the articles by C.J.M. Hummel, the value of music in teaching deaf students was discussed. After a brief review of the history of music education for the deaf, Hummel examines the use of music instruction with children who are deaf. She concludes that music is an effective teaching tool because it is fun to do and that music is useful in teaching rhythm and sound perception as well as in aiding children's speech development. In another article, A.A. Darrow states that hearing impairment does not eliminate the music responsiveness of children who are deaf. She describes the adaptation of music activities for children who are deaf. Darrow also discusses music instruction as a tool of speech therapy in the development of good listening habits, auditory skills, figure-ground discrimination, sequential memory, and rhythm of speech.
Internet Address:http://www.educ.kent.edu/deafed/971118b.htm
TG 9. Linsenmeier, Carol. "Methods Used in Music Instruction of Children Who Are Deaf."
The methods used in music instruction of children who are deaf briefly describes six different articles about music instruction methods with deaf children. One of the articles was written by E.M. Edwards. After tracing the history of music education for children who are deaf, Edwards discussed a rationale for it. A curriculum for the general music education of children who are deaf is presented with goals, objectives, and suggested classroom activities. In another article about the art of sign and song, the use of signed songs is examined by A.A. Darrow. The issues discusses include: choosing a sign language system, accuracy in sign language translation, reflection of volume, pitch and mood in sign language, and synchronization of sign language. The benefits of song-signing are seen as improvement in language learning and improvement in communication between children who are deaf and their non-disabled peers
GMT-General Music Therapy Applications
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Internet Address: http://www.unitedthrumusic.com/Deaf.html
GMT 6. Jones, Lisa D. "Music Therapy With Deaf"
In this Internet source Lisa Jones tells about her experiences using music therapy for people who are deaf. She asks questions that many people are still very curious about such as:
- Can people who are deaf or hard-of-hearing enjoy music?
- How does someone who is deaf dance or listen to music?
Lisa addresses these types of questions according to her own personal and clinical experiences in using music therapy and seeing how important music is to people who are deaf or hard-of-hearing. In this article she also addresses appropriate goals and objectives with sample lesson plans used in a music therapy session in an adult mentally retarded forensic unit as well as in music therapy in a special school for children who are deaf.
Internet Address: http://www.wsdeaf.wednet.edu/audiology/MusicLab.HTML
GMT 7. Brown, Micah and Cohen, Amy B. "Washington School for the Deaf Audiology Department - Music Lab"
The Washington School for the Deaf created a music lab for students to use to have fun while experiencing music. The lab includes many different instruments and devices which provide both visual and tactile representations of music. The lab includes a loop system which allows the students to utilize the "telecoil switch" on their hearing aids to hear the music amplified directly through their hearing aids. With the visual and tactile presentation of the music, even students with little or no residual hearing ability can enjoy experimenting with the many different instruments.
Internet Address: http://www.deafworldweb.org/chat/q/Qmusic.html
GMT 8. Lapiak, Jolanta.
Some commonly asked questions and statements concerning the use of music with hearing impaired or deaf individuals are discussed in this web site. It provides different perspectives from a variety of people. One individual stated, "I believe that music does not exist solely in the hearing world. Music is a feeling, a certain communication that can be found through any sense." Another individual stated, "I think that music is universal. Sign language adds a grace and a style that is unique. To me, watching a person sign a song is like listening to the most beautiful voice in the world." Clearly stated, this site covers people's feelings about the hearing verses the non-hearing world.
Internet Address: http://www.busboy_sped.ukans.edu/"music/resources/deaf/deaf_shtml
This internet resource gives a list of available resources for the deaf and hearing impaired. It has resources for the Center for Hearing and Deafness, The Wolk Center for Jewish Culture Enrichment for the Deaf, Working with Persons who are Deaf, and accessible media to the Deaf and Hard of Hearing. This site also connects back to the "Music Education and Music Therapy for Children and Youth with Disabilities Network", which is another informative page.
MV-Movement and Sign Language
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Internet Address: http://www.users.zetnet.co.uk/suehaley/minm1.htm
MV 3. Haley, Sue. "Music in Motion"
The group "Music in Motion" is described in this web-site. Music in Motion was started in 1994 by a small group of sign language students. Today it has around 30 members from a variety of backgrounds and skills who give their services voluntarily. Having studied sign language, members of Music in Motion want to use their skills in a unique way which benefits both hearing and deaf communities. Profoundly deaf individuals do not have the same concept of music as hearing individuals. By performing a variety of popular songs in sign language, the members hope to help deaf individuals not only enjoy the music, but also understand the beauty and emotions of the lyrics. Deafness is invisible; it can easily be overlooked or misunderstood. Music in Motion hopes to break through the communication barrier deaf people face by promoting awareness of their needs.
RM-Uses of Rhythm
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Internet Address: http://www.educ.kent.edu/deafed/971114b.htm
RM 4. Linsenmeier, Carol. "Musical Abilities of Children Who Are Deaf."
This web-site describes the musical abilities of children who are deaf. Six different articles are covered by three different authors. In one of the articles a comparison of rhythmic responsiveness in normal and hearing impaired children is made. An investigation of the relationship of rhythmic responsiveness to the suprasegmental aspects of speech perception was analyzed and discussed by A.A. Darrow. The article stated that the rhythmic responsiveness of children who had hearing impairments was compared to that of children with normal hearing using the Test of Rhythmic Responsiveness. It was found that the children who had hearing impairments performed as well or better than their non-disabled peers in the areas of beat identification, tempo change, meter discrimination, and rhythm pattern maintenance.
CI-Cochlear Implants
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Internet Address: http://www.farlowmusictherapy.com/articles/cochlear/
CI 2. Farlow, Peggy. "Use of Music Therapy for Hearing-Impaired Children with Cochlear Implants."
Farlow outlines the uses of Music Therapy for hearing-impaired children with cochlear implants. She explains that hearing children begin to learn language skills through a passive means even before they learn how to speak by overhearing the spoken words of their parents, siblings, and television and radio. In contrast, deaf and hearing impaired children cannot be passive learners as they cannot pick-up signals from verbal cues and environmental sounds. Peggy also provides the researcher with numerous definitions and uses of music therapy with the hearing impaired. She includes useful information for music therapists to know and gives examples of music activities that could be used with the hearing impaired.
PS-Personal Stories
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Internet Address: http://pathfinder.com/people/960325/features/glennie.html
PS 1. Neill, Michael and Stein, Ellin. "Sounds of Silence"
This article gives a small glimpse into the life history of Evelyn Glennie. It allows the reader to learn more about what it was like for Evelyn to discover new ways of mastering the art of becoming an excellent percussionist. The article tells about her experiences growing up and how she became a musician "who happens to be deaf."
Internet Address: http:/dww.deafworldweb.org/chat/q/Qmusic.html
Discussed in this web-site were some commonly asked questions and statements concerning the use of music with hearing impaired or deaf individuals. It provides different perspectives from a variety of people. One individual stated, "I believe that music does not exist solely in the hearing world. Music is a feeling, a certain communication that can be found through any sense." Another individual stated, "I think that music is universal. Sign language adds a grace and a style that is unique. To me, watching a person sign a song is like listening to the most beautiful voice in the world." Clearly stated, this site examines people's feelings about the hearing verses the non-hearing world.
Internet Address: http://www.idg.net/crd_hearing_80643.html
This article discusses some advancements made in headphones to help the hearing impaired experience music while at live concerts. An overview on how the headphone system works along with reactions from some hearing impaired individuals are included.
