|Pető Institute organises Musical Afternoons every Wednesday, where they invite different musicians, music groups, bands playing different types of music – attach presentation after Nov 27
At the Pető Institute, the temporary segregated education is there for the success of the disabled person’s future social integration. They basically teach the child in each aspect in his/her life to do everything alone, without help (as much as this is possible of course, depending on the level of the child’s disability).
“Blind people do not see darkness.
|Flamich-Hoffmann duo (blind teachers) – attach presentation after Nov 27
synopsis of their presentation on Nov 27:
Music and playing music is an integral part of our mental picture of blindness and blind people. There have always been renowned and acknowledged blind musicians, such as Francesco Landini (1325-1397) Italian organist, composer and poet, John Stanley (1712-1786) English organist and composer, Joaquín Rodrigo (1901-1999) Spanish composer and pianist and Tamás Érdi Hungarian pianist of our time.
That mental image explains why several blind children’s parents hope that music will be their children’s future profession. Although it is proven that not every blind child is a born musician, music and the world of sounds are absolute priorities in blind people’s lives. In this lecture we highlight the inclusive role of music through theory and practice while introducing new concepts such as “blind hearing”, narrating methodologies and episodes from the history of Hungarian blind students’ music education. We recall moments of the former-well-known Homérosz Kórus, the blind choir named after Homer, and we also reflect the current tendencies towards social inclusion through music.
Finally, we point out the significance of a new discipline, i.e. music in disability studies (MDS) as one possible device to assist music educators, choir conductors and professional musicians to include disabled people in playing music together — examplifying the inclusive role of music.
Mária Magdolna Flamich: “Pedagogue competencies in the pedagogue training” “Pedagóguskompetenciák az inkluzív szemléletű tanárképzésben” (2017).
|Braille music is a Braille code that allows music to be notated using Braille cells so music can be read by visually impaired musicians. The Braille music system was originally developed by Louis Braille.
Braille music uses the same six-position Braille cell as literary braille. However braille music assigns a separate meaning to each braille symbol or group of symbols different from literary braille and has its own syntax and abbreviations.
Almost anything that can be written in print music notation can be written in braille music notation. However, braille music notation is an independent and well-developed system with its own conventions.
|Ung-i-kor’s TENGSANG (singing with signs) method:
Ung-i-kor is a Norwegian choral association, which teaches choral conductors for this special sign language, for them to be able to include disabled children in their choirs, too.
The use of sign can take some of the edge of the difficulties of singing, if you use the method the right way, and it can help to learn songs faster and understand the lyrics better. It is natural for children to make movements when singing, and singing with signs is beautiful to watch. By learning signs from sign language hearing children also have tools to communicate better with hearing disabled children outside the choir. Its important for us (Ung I Kor) that ALL children get the opportunity to sing in a choir. The aspect of friendship is profoundly important in Tegnsang.
|The Al-Nour Wal Amal (Light and Hope) Chamber Orchestra is Egypt’s renowned ensemble comprising solely of women, all 44 of whom are visually impaired or blind. The orchestra was founded in 1961 and has been dubbed “the fourth pyramid of Egypt”. Exuding grit and talent, the orchestra has played in 24 countries across five continents to date, with tremendous applause from dazed audiences having now become inevitable.
The orchestra won its uniqueness as the only chamber orchestra in the world entirely composed of blind musicians who play both Classical music, performing compositions by Beethoven, Haydn, amongst others, as well as Oriental music. The members of the orchestra learn the pieces in Braille and then memorise it by heart. The orchestra works under the umbrella of the Al-Nour Wal Amal Association in Egypt, a non-profit organisation founded in 1954. The association provides education, literacy programs, and professional training for visually impaired and blind women in an effort to integrate them into society.
There are at least 39 million blind people in the world today, with Africa accounting for 15% of this cohort. However, a captivating facet to note is that a staggering 80% of these cases are preventable, with some even being curable. As such, the operation of systems such as l’Institut des Jeunes Aveugles and the Al-Nour Wal Amal Association is a social necessity not only because they encourage the use of music for development but, most importantly, inclusion.
a series of choral events and projects promoting tolerance and inclusion, supported by the European Choral Association – Europa Cantat
2006: Paris, France, “Coeurs-en-Choeurs”
2008: Trondheim, Norway
2010-2011: 3 more events under the name “Uniting Youth in Song” (Budapest – Hungary, Barcelona – Spain and Örebro – Sweden)
2011-2013: regular events in Novi Sad, Serbia under the name “Hearts-in-Harmony”
2013: Hearts-in-Harmony festival in Antwerp, Belgium
|The 5th Inclusion and Choral Singing Conference
April 11, 2015 – Catalunya, SpainThe first choir of singers with aphasia in Spain and other examples of good practice for inclusion
|the article from ECA-EC’s March 2015 magazine||The 10th Inclusive Music Making Conference and 2nd Inclusive Sound Festival (German reading)|
“You should give/make them such instruments, which they cannot play out of tune with.”
Luca Tiszai, leader of the Nádizumzum Orchestra
|Consonante is a method that offers musical participation for people living with severe disabilities. The method was invented by Luca Tiszai, leader of the Nádizumzum Orchestra playing with this method.
In order to make instrumental music possible for these individuals, two key concepts were found. The musical instruments have to be modified to suit the physical abilities of each individual musician custom built musical instruments must be altered to give a consonant accompaniment. The Consonante method provides an opportunity for personal, emotional and intellectual growth, development in perceptual and sensory skills, fine and gross movement, verbal and nonverbal communication, socialisation, attention, emotions, cognitive and learning abilities.(PDF) Consonante, the barrier-free method: Orchestral work with individuals with severe disabilities.For more info, please read: Tiszai, L. (2014, July): Bridges of Music: Orchestral work with People Living with Severe Disabilities. World Congress of Music Therapy in Krems, Austria. (Published in English in the conference proceedings, p. 212-213)
– attach video of Nov 27 performance
|A French organisation for choirs with disabled singers
(their homepage is only available in French)
|Kor Læne (info in Norwegian), a sign-language choir in Trondheim, Norway
info in English
|Premature infants: NORCE LongSTEP research (together with Poland, Israel and Columbia): Longitudinal study of music therapy’s effectiveness for premature infants and their caregivers|
|Music Therapy with Premature Infants: Research and Developmental Interventions by Jayne M. Standley and Darcy Walworth (book)|