Examinando por Materia "Discapacidad visual"

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  • Miniatura
    Ítem
    Contributions of musical education to people with disabilities in the promotion of self-determination
    (Universidad EAFIT, 2020-06-24) Pérez Valderrama, Mónica; Corporación Universitaria Adventista
    The present article is based on the research work Música para ver: Sistematización de la experiencia (Music to see: Systematization of experience); a qualitative research, which approached the music education program Música para ver intended to unveil the subjective transformations of the participants in the city of Medellin between 2014-2016, to recognize the scope of the program and to strengthen its strategies. This research was made with 16 teenage music students with visual disabilities (VD) and their families in Medellin – Colombia, revealing the changes the participants had on the creation of their subjectivity, abilities development, life’s project, emotional bonds and transformation towards a positive concept of the disability in their families, all through music learning. This article aims to complement the conceptual referent of this research and create a record of the learnings unveiled from the research and derived from he researcher’s consideration surrounding the increase of self-determination with the musical practice of people with visual disabilities (VD). To this effect, the research briefly breaks down the characteristics and the impediments for the development of self-determined behaviors, there is an approximation to the changes in the regulations and the principles of Music Education that allows a more inclusive music classes. Ultimately, the research backs the thesis of collective musical practice encouraging the development of self-determination in people with VD.
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    Ítem
    Estudiante con discapacidad visual en lecciones de canto : observaciones y análisis del entrenamiento
    (Universidad EAFIT, 2024) Flórez Díaz , Lilibeth Esther; Lennis Cortés, Laura Isabel
    Through this work, it is observed the teaching of vocal technique to a young woman with visual disabilities from birth. During eight training sessions, exercises were worked based on sensory and kinesthetic experiences. For each class, a rubric was used to record observations based on four essential elements of singing teaching: breathing, body control, vocalization, and voice projection. As a result of the observations, three themes emerged: recognizing physical sensations in vocal practice, didactic diversity in teaching, and use of figurative language in instruction. Clear and precise language in instruction is one of the conclusions obtained from this study. The results of this work allow us to reflect on singing instruction with students with visual disabilities.