Development of music appreciation in deaf children through vibration stimulation from a mobile app
DOI:
https://doi.org/10.5753/rbie.2021.29.0.1007Keywords:
Inclusión, Sordo, Música, Vibrotáctil, Aplicación MóvilAbstract
Music as an acoustic phenomenon is closely related to the sense of hearing, which is why it is possibly difficult to conceive that people with profound hearing disabilities or deaf people may be able to understand the concepts associated with this phenomenon. For a person who lives without hearing impairment, accessing the musical components and developing in this area in many cases is natural. However, the teaching of music and its concepts by traditional methods is not feasible in the case of people with auditory disability. For that particular case, it will be better to resort to other senses, such as the sense of touch. Therefore, this research article describes the process through which the teaching of concepts associated with music in a group of deaf children is approached through a mobile application, using stimulation through the vibrations generated by mobile phones. Nevertheless, due to the prevailing conditions of the pandemic caused by COVID-19, the investigation had to be carried out remotely, having the possibility of monitoring only a sample of the children of the original group, by monitoring interactions with the application.
Downloads
References
Al-Osaimi, A., AlFedaghi, H., y Alsumait, A. (2009). User interface requirements for e-learning program designed for deaf children. En Proceedings of the first kuwait conference on e-services and e-systems. New York, NY, USA: Association for Computing Machinery. doi: 10.1145/1836029.1836036 [GS Search]
Baijal, A., Kim, J., Branje, C., Russo, F., y Fels, D. I. (2012). Composing vibrotactile music: Amulti-sensory experience with the emoti-chair. En 2012 ieee haptics symposium (haptics)(p. 509-515). doi: 10.1109/HAPTIC.2012.6183839 [GS Search]
Berzins, V. (2003). Software prototyping. En Encyclopedia of computer science (p. 1636–1638).
Caicedo, L. (2015, 12). La sordera: una oportunidad para descubrir la música. Revista Española de Discapacidad,3, 133-137. doi: 10.5569/2340-5104.03.02.09 [GS Search]
CONADIS (2016). Lengua de señas mexicana (lsm). [link]. Accedido el 20-01-2021.
Cuena, C. A. (2015). ¿qué dicen los resultados de mis pruebas audiológicas? [link]. Accedido el 15-05-2021.
Darrow, A. A. (1985). Music for the deaf.Music Educators Journal,71(6), 33–35. doi: 10.2307/3396472 [GS Search]
Darrow, A. A. (2007). Teaching students with hearing losses.General Music Today,20(2), 27–30. doi: 10.1177/10483713070200020107 [GS Search]
Duarte, E. G. (2017). Uma ferramenta para a educação musical dos surdos. Tesis de Masterno publicada, Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação, Campinas, SP. [link]. Accedido el 20-05-2021.
Duarte, E. G., y Tavares, T. F. (2017, sep). A tool for the musical education of deaf people. En Proceedings of the 16th brazilian symposium on computer music. [link]. Accedido el 20-05-2021. [GS Search]
Egby, F. (2020). What makes your smartphone vibrate? [link]. Accedido el 22-05-2020.
FIAPAS (2005). Qué es la sordera. http://www.fiapas.es/que-es-la-sordera. Accedido el 20-01-2020.
Fourney, D. W., y Fels, D. I. (2009). Creating access to music through visualization. En 2009 ieeetoronto international conference science and technology for humanity (tic-sth)(p. 939-944). doi: 10.1109/TIC-STH.2009.5444364 [GS Search]
Fuster, J., y Pérez, E. (2010, 01). Color y música: relaciones físicas entre tonos de color y notas musicales. [GS Search]
Hash, P. (2003). Teaching instrumental music to deaf and hard of hearing students. Research & Issues in Music Education,1(1). [GS Search]
Innes-Brown, H., Marozeau, J. P., Storey, C. M., y Blamey, P. J. (2013, octubre). Tone, rhythm, and timbre perception in school-age children using cochlear implants and hearing aids. Journal of the American Academy of Audiology,24(09), 789–806. doi: 10.3766/jaaa.24.9.4 [GS Search]
Karam, M., Russo, F. A., y Fels, D. I. (2009). Designing the model human cochlea: An ambient crossmodal audio-tactile display. IEEE Transactions on Haptics,2(3), 160-169. doi: 10.1109/TOH.2009.32 [GS Search]
Kawanobe, M., Kameda, M., y Miyahara, M. (2003). Corresponding affect between music andcolor. En Smc’03 conference proceedings. 2003 ieee international conference on systems,man and cybernetics. conference theme - system security and assurance (cat. no.03ch37483)(Vol. 5, p. 4190-4197). doi: 10.1109/ICSMC.2003.1245643 [GS Search]
McCord, K. (2001). Music software for special needs: Music educators faced with adapting their instruction for children with special needs can find effective tools in computer software. Music Educators Journal, 87(4), 30–64. doi: 10.2307/3399722 [GS Search]
McDowell, C. (2010). An adaption tool kit for teaching music. Teaching exceptional children plus,6(3), 20. [GS Search]
Musical vibrations.(2010). https://www.musicalvibrations.com/. Accedido el 20-01-2021.
Music and the deaf. (2019). https://www.matd.org.uk/. Accedido 20-01-2021.
Nakada, K., Onishi, J., y Sakajiri, M. (2018). An interactive musical scale presentation system via tactile sense through haptic actuator. En 2018 ieee international symposium on haptic, audioand visual environments and games (have)(p. 1-4). doi: 10.1109/HAVE.2018.8548061 [GS Search]
Nogueira, W., Nagathil, A., y Martin, R. (2019). Making music more accessible for cochlear implant listeners: Recent developments. IEEE Signal Processing Magazine,36(1), 115-127. doi: 10.1109/MSP.2018.2874059 [GS Search]
Oxford (2019). Música. https://www.lexico.com/es/definicion/musica. Accedido el 20-01-2020.
Patterson, A. (2003). Music teachers and music therapists: Helping children together. Music Educators Journal,89(4), 35–38.
Pérez-Arévalo, C., Manresa-Yee, C., y Beltrán, V. M. P. (2017). Game to develop rhythm and coordination in children with hearing impairments. En Proceedings of the xviii international conference on human computer interaction. New York, NY, USA: Association for Computing Machinery. doi: 10.1145/3123818.3123853 [GS Search]
Tomasini, M. C. (2007, October). El fundamento matemático de la escala musical y sus raíces pitagóricas. Revista Ciencia y Tecnología: Facultad de Ingeniería de la Universidad de Palermo, 15-28. [GS Search]
Torppa, R., y Huotilainen, M. (2019). Why and how music can be used to rehabilitate and develop speech and language skills in hearing-impaired children. Hearing Research,380, 108-122. doi: 10.1016/j.heares.2019.06.003 [GS Search]
Vaillancourt, G. (2009). Música y musicoterapia: Su importancia en el desarrollo infantil. Narcea Ediciones.
Zhou, Y., Sim, K. C., Tan, P., y Wang, Y. (2012). Mogat: Mobile games with auditory training for children with cochlear implants. En Proceedings of the 20th acm international conferenceon multimedia (p. 429–438). New York, NY, USA: Association for Computing Machinery. doi: 10.1145/2393347.2393409 [GS Search]
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Andrés Eduardo Fuentes Cortázar, José Rafael Rojano-Cáceres
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
