Authentic membership: The experiences of two students with hearing loss in instrumental music

Burdett, John

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https://hdl.handle.net/2142/34283 Copy

Description

Title

Authentic membership: The experiences of two students with hearing loss in instrumental music

Author(s)

Burdett, John

Issue Date

2012-09-18T21:09:29Z

Director of Research (if dissertation) or Advisor (if thesis)

Harwood, Eve E.

Doctoral Committee Chair(s)

Harwood, Eve E.

Committee Member(s)

• Bresler, Liora
• Moorhouse, Linda
• Nichols, Jeananne B.

Department of Study

Music

Discipline

Music Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• deaf
• hearing loss
• instrumental music

Abstract

The purpose of this study was to explore the experiences of two students with hearing loss participating in instrumental music. Four orienting questions guided the inquiry: (a) What factors contribute to these students’ motivation to continue participating in instrumental music?; (b) How is hearing loss affecting each student’s music participation and what strategies are accommodating for their hearing loss?; (c) How are students with hearing loss experiencing inclusion in the secondary instrumental classroom?; and (d) What can school music teachers learn from the experiences of these students? Two participants were identified through email solicitation of a large instrumental music teacher organization and snowball sampling with audiologists in the medical community. Data was gleaned in the two cases through analysis of documents, interviews with the two principal informants, their parents and music teachers, and observations of the two students with hearing loss in large ensemble settings, as well as, private lessons or sectionals. Analysis and interpretation of the data revealed (a) multiple factors affected motivation for continued participation, many similar to typically hearing students; (b) intonation is the most challenging aspect of music performance and that is being accommodated for in a number of ways, primarily through peer modeling and attention to visual and vibrotactile input; and (c) the two students have gone beyond simple inclusion to being authentic members of their school instrumental ensemble. The study concludes with implications for music teachers, parents, and researchers of students with hearing loss.

Graduation Semester

2012-08

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http://hdl.handle.net/2142/34283

Copyright and License Information

Copyright 2012 John Burdett

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