{"title":"\"我可以感受到节奏,这让我感到莫名的愉悦\":失聪挑战音乐教育中的感官等级制度","authors":"Katja Sutela, Outi Ahonen","doi":"10.1177/1321103x231223864","DOIUrl":null,"url":null,"abstract":"In this article, we explore how deafness challenges the hierarchy of senses in music education. As part of a larger three-year research project focusing on memories of Finnish state schools for the d/Deaf, “Voices of a Silent People—Renovated Bodies,” this article concentrates on experiences of music education. The methodological starting point of the research project is sign history, with a focus on d/Deaf people’s signed memories. The interview data for the whole research project (N = 116) were collected by interviewing d/Deaf people in group discussions and individual interviews. There were 61 participants who produced the transcribed interview data related to the third substudy on music education (n = 61). Our critique of the hierarchy of senses in music education is based on Merleau-Ponty’s phenomenological thought and, more specifically, the criticism of the mind–body, self–other, and subject–object dichotomies in the listening process. The results suggest that d/Deaf people can feel sound with their bodies. Sound is experienced holistically through different channels: body, touch, vision, and for some, through hearing or feeling bass frequencies. Sound is not categorized into perceptions of one sense. To conclude, four dimensions that make it possible to formulate more inclusive and multisensory music education are presented.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":"362 ","pages":""},"PeriodicalIF":16.4000,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“I can feel the rhythm, and it is somehow nice”: Deafness challenging the hierarchy of senses in music education\",\"authors\":\"Katja Sutela, Outi Ahonen\",\"doi\":\"10.1177/1321103x231223864\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this article, we explore how deafness challenges the hierarchy of senses in music education. As part of a larger three-year research project focusing on memories of Finnish state schools for the d/Deaf, “Voices of a Silent People—Renovated Bodies,” this article concentrates on experiences of music education. The methodological starting point of the research project is sign history, with a focus on d/Deaf people’s signed memories. The interview data for the whole research project (N = 116) were collected by interviewing d/Deaf people in group discussions and individual interviews. There were 61 participants who produced the transcribed interview data related to the third substudy on music education (n = 61). Our critique of the hierarchy of senses in music education is based on Merleau-Ponty’s phenomenological thought and, more specifically, the criticism of the mind–body, self–other, and subject–object dichotomies in the listening process. The results suggest that d/Deaf people can feel sound with their bodies. Sound is experienced holistically through different channels: body, touch, vision, and for some, through hearing or feeling bass frequencies. Sound is not categorized into perceptions of one sense. To conclude, four dimensions that make it possible to formulate more inclusive and multisensory music education are presented.\",\"PeriodicalId\":1,\"journal\":{\"name\":\"Accounts of Chemical Research\",\"volume\":\"362 \",\"pages\":\"\"},\"PeriodicalIF\":16.4000,\"publicationDate\":\"2024-02-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Accounts of Chemical Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/1321103x231223864\",\"RegionNum\":1,\"RegionCategory\":\"化学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1321103x231223864","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
“I can feel the rhythm, and it is somehow nice”: Deafness challenging the hierarchy of senses in music education
In this article, we explore how deafness challenges the hierarchy of senses in music education. As part of a larger three-year research project focusing on memories of Finnish state schools for the d/Deaf, “Voices of a Silent People—Renovated Bodies,” this article concentrates on experiences of music education. The methodological starting point of the research project is sign history, with a focus on d/Deaf people’s signed memories. The interview data for the whole research project (N = 116) were collected by interviewing d/Deaf people in group discussions and individual interviews. There were 61 participants who produced the transcribed interview data related to the third substudy on music education (n = 61). Our critique of the hierarchy of senses in music education is based on Merleau-Ponty’s phenomenological thought and, more specifically, the criticism of the mind–body, self–other, and subject–object dichotomies in the listening process. The results suggest that d/Deaf people can feel sound with their bodies. Sound is experienced holistically through different channels: body, touch, vision, and for some, through hearing or feeling bass frequencies. Sound is not categorized into perceptions of one sense. To conclude, four dimensions that make it possible to formulate more inclusive and multisensory music education are presented.
期刊介绍:
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.