How can we experience music through touch and sight rather than sound? This question inspired by a year of work with students from Metro Deaf School laid the foundation for this research study.

BACKGROUNDThere are many Deaf-inclusive means of enjoying music outside of the classroom, such as through booming speakers and lyrical interpretations of songs, so why do Deaf-inclusive classrooms matter? Perhaps the most applicable existing research study supporting deaf music education is one done by Lily Chen-Hafteck and Lyn Joiner-Schraer. These researchers taught weekly music classes for four months to five deaf/hard-of-hearing students and four hearing students ages 3-4. Their case study showed that all participants were capable of participating in musical experiences and that motivation towards musical activities changed on a case-to-case basis. Their study exemplifies their statement that, “we should not continue with the widespread misconception that one needs to have typical hearing in order to participate in and enjoy music” (Chen-Hafteck, pg. 104, 2011). If both deaf and hard-of-hearing students can participate in music and motivation is dependent on the student, then it is probable that there are deaf and hard-of-hearing students who would enjoy being in a music class. It is our duty as educators to foster classroom environments and lead activities that keep students motivated to participate in music rather than exclude them.

DEFINING TERMSThe following words and phrases were terms pre-considered and defined for use throughout this research.

Deaf: Deaf with a capital D refers to a community of deaf and hard-of-hearing individuals.

Sound: Vibrations that travel through the air or another medium and can be heard when they reach a person’s or animal’s ear.

Physically: When sound vibrations are felt somewhere in your body Visually: When aspects of sound, such as pitch, loudness, or vibrations are seen.

Deaf-Inclusive: An experience that Deaf people can fully enjoy and participate in without external barriers.

RESEARCH QUESTION:

What effect does physical and visual engagement with music have on motivation to participate in music?Motivation is a want to do something. This study will focus exclusively on intrinsic motivation. In this study, the word participate means to make.

Participants: Ages 7-12 and their legal guardian. Deaf, hard of hearing and hearing people were encouraged to participate.

Study Location: Minnesota Children’s Museum Flex Room 3

Workshops: There were five separate workshops participants could attend, each of which was held twice. Workshops were 30 minutes long. Participants could attend more than one workshop.

Accessibility Measures: Every workshop had an ASL interpreter. Workshops utilized slide shows and bass-heavy speakers to support activities.

Data Analysis: Surveys were the primary form of data analysis, with transcriptions and written observations used as supporting analysis tools. Smiley Face scales were used to compare the entry question, “Do you want to make music in your future?” with the exit questions, “Are you more motivated to make music after experiencing visual music in this workshop?” and “Are you more motivated to make music after experiencing physical music in this workshop?”

All results were static or positive except for one negative result for participant Rose regarding physical motivation.

REFERENCESBastion, M. Northwest Deaf Arts Festival. Retrieved from http://www.

nwdeafartsfest.com/Chen-Hafteck, L., & Schraer-Joiner, L. (2011). The engagement in musical activities of young children with varied hearing abilities. Music Education Research, 13(1), 93–106. https://doi-org.ezproxy.stthomas.edu/10.1080/14613808.2011.553279

Creatability | Experiments with Google. (n.d.). Retrieved February 13, 2019, from https://experiments.withgoogle.com/collection/creatability

Glennie, E. (2003, February). How to truly listen. Retrieved from https://www.ted.com/talks/evelyn_glennie_shows_how_to_listen?language=en

Holmes, J. A. (n.d.). Expert Listening beyond the Limits of Hearing: Music and Deafness. Retrieved February 13, 2019, from https://www.academia.edu/27911021/Jessica_A._Holmes_Expert_Listening_beyond_the_Limits_of_Hearing_Music_and_Deafness_Journal_of_the_American_Musicological_Society_Vol._70_no._1_Spring_2017_171-220

Johnson, K. E., MM, & Kaiser, K. A., PhD. (2000, October 01). Effect of an Interactive Experience on Music Majors’ Perceptions of Music for Deaf Students. Retrieved February 13, 2019, from https://academic.oup.com/jmt/article-abstract/37/3/222/898474?redirectedFrom=fulltext

Maler, A. (2013, March). Songs for Hands: Analyzing Interactions of Sign Language and Music. Retrieved February 13, 2019, from http://www.mtosmt.org/issues/mto.13.19.1/mto.13.19.1.maler.php

Myles de Bastion. Retrieved from https://myles.debastion.com/TED. (2007, May 14). How to truly listen | Evelyn Glennie. Retrieved February 13, 2019, from https://www.youtube.com/watch?v=IU3V6zNER4g

Nanayakkara, S., Wyse, L., Ong, S. H., & Taylor, E. (2013). Enhancing Musical Experience for the Hearing- Impaired Using Visual and Haptic Displays. Human-Computer Interaction, 28(2), 115–160. https://doi-org.ezproxy.stthomas.edu/10.1080/07370024.2012.697006

“Sound: Definition of Sound in English by Lexico Dictionaries.” Lexico Dictionaries | English, Lexico Dictionaries, 2019, https://www.lexico.com/en/definition/sound.

Zimmerman, J. A. (2013, October). Seeing Music by Jay Alan Zimmerman | Experiments with Google. Retrieved from https://experiments.withgoogle.com/seeing-music

INTRODUCTION

METHODS There is not enough data to draw statistically significant conclusions from this study.There is not enough data to determine whether or not these workshops are Deaf-inclusive.Because almost all results remained static or increased, further exploration into this study could be beneficial.

CONCLUSIONDATA

RESULTS

Motivation & Visual Music

.55point

increase

Motivation & Physical Music

.55point

increase

Data Sets20

Participants16

ACKNOWLEDGMENTS

CONTACTAlyssa EggersglussEmail: eggersgluss98@gmail.comPhone: 612-200-7202

Do you want to make music in your future?

Are you more motivated to make music after experiencing physical/visual music in this workshop?

All the incredible people who made this research possible: -Research Advisor: AnnMarie Thomas -Employer: Laura Bru -IRB Representative: Sarah Muenster-Blakely Community Mentors: Bryan Nichols, Karen Howard, Shersten Johnson, Jack Williams, Brynn Kasper, David Forlitti, Deb Besser, Jeffrey Jalkio, Mel Chua, Merrie Davidson, Kyle BluhmMinnesota Children’s Museum Staff: Blake Ward, Helen Baer, Macie Rasmussen, Maija Olson, Patrick McKennan, Hamilton, Jordan, Deb, Ali, DanePlayful Learning Lab Research Assistants: Esmee Verschoor, Cullen Kittams, Emma Monson, Krista Schumacher, Maria Baklund, Elise Rodich, Abby BensenThis research was made possible in part by the Undergraduate Research Opportunities Program at UST.

EXPANDING THE BOUNDARIES OF SOUND IN MUSIC EDUCATION

ALYSSA EGGERSGLUSS MUSIC EDUCATIONDR. ANNMARIE THOMAS BUSINESS AND ENGINEERING

AVERAGE CHANGE IN MOTIVATION