INNOVATIVE AND PRIZE-WINNING EDUCATIONAL MUSIC ACTIVITIES IN SPECIAL EDUCATION THOUGHT THE ETWINNING PROJECT

Authors

  • Theodoros Tsampatzidis MA, Teacher of Music Education, Thessaloniki Music School, Doctoral Candidate, Department of Music Studies, Ionian University, Greece

DOI:

https://doi.org/10.46827/ejse.v7i3.3913

Keywords:

special needs and music education, innovation and music education, Braille music, Byzantine chant Braille code, eTwinning

Abstract

The Thessaloniki Music School has been repeatedly awarded for its innovative activities in eTwinning programs in special music education. Students with visual impairments and with developmental disorders were encouraged to participate in these programs. Digital music was exchanged from many European countries and original musical compositions were produced and presented. The European and traditional music scores were presented for the first time in electronic Braille form. For students with learning difficulties and pervasive developmental disorders there were special educational presentations with a combination of special educational methods, Relationship Development Intervention, the Irlen method using light sensitivity, and Treatment and Education of Autistic and Communication Handicapped Children (TEACCH method). The greatest achievement of the project was the composition of the e Twinning hymn whose lyrics are about friendship in various musical arrangements and languages. Our hymn was presented at concerts, conferences, the Grundtvig European workshop and was uploaded on websites.

Article visualizations:

Hit counter

Author Biography

  • Theodoros Tsampatzidis, MA, Teacher of Music Education, Thessaloniki Music School, Doctoral Candidate, Department of Music Studies, Ionian University, Greece
    Fr Theodoros Tsampatzidis is music teacher at the Music School of Thessaloniki, Greece. He is also a doctoral candidate at the Music Department of Ionian University, Greece. His project researches focusing on teaching of music to students with special educational needs, visual impairment and diffused developmental disorders, and presents the use of new technologies. He is also Greek orthodox priest, music composer, choir conductor and has been awarded several times by the Greek Ministry of Education for innovative educational actions and European projects.

References

Baker, D., & Green L. (2019). Insights in Sound Visually Impaired Musicians' Lives and Learning. London: Routledge

Baker, D., Fomukong-Boden, A., & Edwards, S. (2019). ‘Don’t follow them, look at me!’: Contemplating a haptic digital prototype to bridge the conductor and visually impaired performer. Music Education Research, 21(3), 295-314, Available online at https://doi.org/10.1080/14613808.2019.1605344

Braille Authority of North America, (2016). Music Braille Code. Kentucky: American Printing House for the Blind.

Chaldeakes, A. (2012). The (Greek-speaking) Instruction of the Psaltic Art. Past, Present and Future. Musicology Today, 12(4) (October-December 2012), 173-196.

Georgaki, A., Raptis, S., & Bakamidis, S. (2000). A Music Interface for Visually Impaired People in the WEDELMUSIC Environment. Design and Architecture. Available online at http://scholar.uoa.gr/sites/default/files/georgaki/files/10._ismsir_2000.pdf.

Gutstein, S., & Sheely, R. (2002). Relationship Development Intervention with Young Children. London: Jessica Kingsley Publications.

Heward, W. L., & Orlansky, M.D. (1992). Exceptional children. An introductory survey of special education (Fourth Edition). New York: Macmillan Publishing Company.

Irlen, H. (1991) Reading by the colors: Overcoming dyslexia and other reading disabilities through the Irlen Method, N.Y, Avery Publishers.

Jenkins, E. (1060). Primer of Braille Music, Kentucky: American Printing House for the Blind.

Kersten, F. (1997). The History and Development of Braille Music Methodology. The Bulletin of Historical Research in Music Education, 18(2), 106–125. Available online at https://doi.org/10.1177/153660069701800202.

Kugelmass, J. A. (1954). Louis Braille. Windows for the blind. New York: Julian Messner, Inc., 1954.

Manitsa, I., & Doikou, M. (2020). Social support for students with visual impairments in educational institutions: An integrative literature review. British Journal of Visual Impairment. Available online at https://doi.org/10.1177/0264619620941885.

Mesibov, G. B., Shea, V., & Schopler, E. (2004). The TEACCH approach to Autism Spectrum Disorders. New York: Springer Science and Business Media.

Music Library. (2009). The Pied Piper of Hamelin [Video]. Available online at https://www.youtube.com/embed/b1Q6vIizXRk?feature=oembed

Music Library. (2010). Etwinning hymn played with an orgel in Ferrandina Church [Video]. Available online at https://www.youtube.com/embed/7F53HkVv9pc?feature =oembed

Music School of Thessaloniki. (2005a). Song of Karaiskaki [Video]. Available online at https://www.youtube.com/embed/0hGKXO6Zn5U?start=24&feature=oembed

Music School of Thessaloniki. (2005b). Educational documentary on DVD about the life of Saint Paul [Video]. Available online at https://www.youtube.com/ embed/fwvkC379T_Q?feature=oembed

Music School of Thessaloniki. (2009). First presentation of eTwinning Hymn [Video]. Available online at https://www.youtube.com/embed/okhssyPdshY?feature= oembed

Paraskevaidis, D. (1982). The new notation of three teachers using Braille. Athens: Agia Skepi Monastery Kerateos.

Rodenberg, L. W. (1931). Musical Education of the Blind of France. Journal of Visual Impairment & Blindness, 25(2), 73–119. Available online at https://doi.org/10.1177/0145482X3102500203

Sacks, S. Z., & Silberman, R. K. (2000). Social skills. In A.J. Koenig & M.C. Holbrook (Eds.). Foundations of education. Vol. II, pp. 616 –652. New York: AFB Press.

Salisbury, R. (2008). Teaching Pupils with Visual Impairment: A Guide to Making the School Curriculum Accessible. New York: Routledge.

Saslaw, J. (2009). Teaching Blind: Methods for Teaching Music Theory to Visually Impaired Students. Society for Music Theory, Vol 15, (3 & 4). Available online at https://mtosmt.org/issues/mto.09.15.3/mto.09.15.3.saslaw.html

Tsampatzidis, T. (2007). Ways of transcribing Byzantine notation to the Braille system, Gregorios Palamas, 90(817), 253-271. Thessaloniki.

Tsampatzidis, T. (2009). Creation of a digital Music Library with access for students with impaired vision. Available online at http://slideplayer.gr/slide/1898889/ and http://msth.gr/index.php/activities/european-programs/etwinning/35-etwinning-1

Tsampatzidis, T. (2010). My eTwinning projects: Music Library. Brussels: Voices of eTwinning. Available online at https://www.etwinning.net/en/pub/get-inspired/testimonials/voices-of-etwinning-.htm

Tsampatzidis, T. (2012). Special Educational Needs and Music Education. Transcribing Byzantine chant music into Braille [Master Thesis, Middlesex University]. Available online at http://dx.doi.org/10.13140/RG.2.2.24130.50885

Tuersley-Dixon, L., & Frederickson, N. (2016). Social inclusion of children with complex needs in mainstream: Does visibility and severity of disability matter? International Journal of Developmental Disabilities, 62(2), 89–97. Available online at https://doi.org/10.1179/2047387715Y.0000000011

Downloads

Published

2021-08-27

Issue

Vol. 7 No. 3 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).