Resonating beyond Sound: A Multi-Sensory Approach to General Music for Deaf and Hard-of-Hearing Students
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| Title: | Resonating beyond Sound: A Multi-Sensory Approach to General Music for Deaf and Hard-of-Hearing Students |
|---|---|
| Language: | English |
| Authors: | Cody Lee Puckett (ORCID |
| Source: | Journal of General Music Education. 2026 39(3):38-46. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Music Education, Deafness, Hard of Hearing, Students with Disabilities, Teaching Methods, Multisensory Learning, Music Teachers, Attitudes toward Disabilities, Social Bias, Barriers, Equal Education, Tactual Perception, Visual Stimuli, Kinesthetic Perception |
| DOI: | 10.1177/27527646261417335 |
| ISSN: | 2752-7646 |
| Abstract: | Traditionally, music education has been defined by an auditory-centric paradigm, prioritizing pitch discrimination and aural skills in ways that often exclude students who are deaf or hard of hearing (DHH). This article argues for a pedagogical shift toward a multisensory framework that validates vibration, visual tracking, and kinesthetic engagement as legitimate modes of musical understanding. By examining the concept of Deaf Gain and applying Universal Design for Learning principles, this article offers practical strategies for general music educators to transform their classrooms into spaces where sound is felt and seen, not just heard. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499788 |
| Database: | ERIC |
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| Abstract: | Traditionally, music education has been defined by an auditory-centric paradigm, prioritizing pitch discrimination and aural skills in ways that often exclude students who are deaf or hard of hearing (DHH). This article argues for a pedagogical shift toward a multisensory framework that validates vibration, visual tracking, and kinesthetic engagement as legitimate modes of musical understanding. By examining the concept of Deaf Gain and applying Universal Design for Learning principles, this article offers practical strategies for general music educators to transform their classrooms into spaces where sound is felt and seen, not just heard. |
|---|---|
| ISSN: | 2752-7646 |
| DOI: | 10.1177/27527646261417335 |
