{"title":"特殊教育需要学校的数字乐器:音乐教师视角下的需求及德国现状","authors":"Andreas Förster, Steffen Lepa","doi":"10.1145/3616015","DOIUrl":null,"url":null,"abstract":"Digital musical instruments (DMIs) offer the possibility to create barrier-free access to active music-making and to unique sound aesthetics for a broad group of people, including those who experience disabling barriers to access when using traditional acoustic musical instruments. However, current music education research focuses primarily on app-based DMIs. Although these devices have numerous advantages, such as ubiquitous availability and flexibility, they may be experienced as disabling by people with severe cognitive or complex disabilities. Thus, they only partially exploit the potential of DMIs for special educational needs (SEN) music practices, which we outline in this article. However, given that no comprehensive studies have yet been conducted on the use of DMIs in SEN schools, the actual motives and barriers for SEN school teachers to employ different types of DMIs in class are largely unknown. To address this research gap, we present the results of a quantitative survey covering all SEN schools in 12 of Germany's 16 federal states. We surveyed the status quo of DMI use in SEN schools and the perceived potential of DMIs and DMI-related information needs from the music teachers’ perspective. Our findings demonstrate that DMIs are only rarely used in Germany, with the exception of established standard DMIs such as keyboards and music apps. Unfortunately, accessible DMIs (ADMIs) are hardly used. Related to the rare use of DMIs in SEN schools, we also identified a lack of domain-specific knowledge among music teachers and concluded that there was a need to develop DMIs specifically designed for use in classroom education. Finally, we discuss the potential of using open-source DMI technology as well as the importance of identifying music teachers’ attitudes during DMI development.","PeriodicalId":54128,"journal":{"name":"ACM Transactions on Accessible Computing","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Digital Musical Instruments in Special Educational Needs Schools: Requirements from the Music Teachers’ Perspective and the Status Quo in Germany\",\"authors\":\"Andreas Förster, Steffen Lepa\",\"doi\":\"10.1145/3616015\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Digital musical instruments (DMIs) offer the possibility to create barrier-free access to active music-making and to unique sound aesthetics for a broad group of people, including those who experience disabling barriers to access when using traditional acoustic musical instruments. However, current music education research focuses primarily on app-based DMIs. Although these devices have numerous advantages, such as ubiquitous availability and flexibility, they may be experienced as disabling by people with severe cognitive or complex disabilities. Thus, they only partially exploit the potential of DMIs for special educational needs (SEN) music practices, which we outline in this article. However, given that no comprehensive studies have yet been conducted on the use of DMIs in SEN schools, the actual motives and barriers for SEN school teachers to employ different types of DMIs in class are largely unknown. To address this research gap, we present the results of a quantitative survey covering all SEN schools in 12 of Germany's 16 federal states. We surveyed the status quo of DMI use in SEN schools and the perceived potential of DMIs and DMI-related information needs from the music teachers’ perspective. Our findings demonstrate that DMIs are only rarely used in Germany, with the exception of established standard DMIs such as keyboards and music apps. Unfortunately, accessible DMIs (ADMIs) are hardly used. Related to the rare use of DMIs in SEN schools, we also identified a lack of domain-specific knowledge among music teachers and concluded that there was a need to develop DMIs specifically designed for use in classroom education. Finally, we discuss the potential of using open-source DMI technology as well as the importance of identifying music teachers’ attitudes during DMI development.\",\"PeriodicalId\":54128,\"journal\":{\"name\":\"ACM Transactions on Accessible Computing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2023-08-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ACM Transactions on Accessible Computing\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/3616015\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACM Transactions on Accessible Computing","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3616015","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
Digital Musical Instruments in Special Educational Needs Schools: Requirements from the Music Teachers’ Perspective and the Status Quo in Germany
Digital musical instruments (DMIs) offer the possibility to create barrier-free access to active music-making and to unique sound aesthetics for a broad group of people, including those who experience disabling barriers to access when using traditional acoustic musical instruments. However, current music education research focuses primarily on app-based DMIs. Although these devices have numerous advantages, such as ubiquitous availability and flexibility, they may be experienced as disabling by people with severe cognitive or complex disabilities. Thus, they only partially exploit the potential of DMIs for special educational needs (SEN) music practices, which we outline in this article. However, given that no comprehensive studies have yet been conducted on the use of DMIs in SEN schools, the actual motives and barriers for SEN school teachers to employ different types of DMIs in class are largely unknown. To address this research gap, we present the results of a quantitative survey covering all SEN schools in 12 of Germany's 16 federal states. We surveyed the status quo of DMI use in SEN schools and the perceived potential of DMIs and DMI-related information needs from the music teachers’ perspective. Our findings demonstrate that DMIs are only rarely used in Germany, with the exception of established standard DMIs such as keyboards and music apps. Unfortunately, accessible DMIs (ADMIs) are hardly used. Related to the rare use of DMIs in SEN schools, we also identified a lack of domain-specific knowledge among music teachers and concluded that there was a need to develop DMIs specifically designed for use in classroom education. Finally, we discuss the potential of using open-source DMI technology as well as the importance of identifying music teachers’ attitudes during DMI development.
期刊介绍:
Computer and information technologies have re-designed the way modern society operates. Their widespread use poses both opportunities and challenges for people who experience various disabilities including age-related disabilities. That is, while there are new avenues to assist individuals with disabilities and provide tools and resources to alleviate the traditional barriers encountered by these individuals, in many cases the technology itself presents barriers to use. ACM Transactions on Accessible Computing (TACCESS) is a quarterly peer-reviewed journal that publishes refereed articles addressing issues of computing that seek to address barriers to access, either creating new solutions or providing for the more inclusive design of technology to provide access for individuals with diverse abilities. The journal provides a technical forum for disseminating innovative research that covers either applications of computing and information technologies to provide assistive systems or inclusive technologies for individuals with disabilities. Some examples are web accessibility for those with visual impairments and blindness as well as web search explorations for those with limited cognitive abilities, technologies to address stroke rehabilitation or dementia care, language support systems deaf signers or those with limited language abilities, and input systems for individuals with limited ability to control traditional mouse and keyboard systems. The journal is of particular interest to SIGACCESS members and delegates to its affiliated conference (i.e., ASSETS) as well as other international accessibility conferences. It serves as a forum for discussions and information exchange between researchers, clinicians, and educators; including rehabilitation personnel who administer assistive technologies; and policy makers concerned with equitable access to information technologies.