Shosholoza Chords
Beverly Zielonko
Ideal for the KS3 classroom, this keyboard/piano arrangement of a Nguni song complete with letter names and lyrics can be played by one student using both hands, or by two students working in a pair and learning one hand each. The syncopated rhythms of the right hand create excitement and a suitable challenge, while the lower chords add a harmonic foundation. This song would suit topics on African music, choral music, folk songs, work songs, or more general themes such as teamwork and collaboration.
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The idea for my research topic came about due to my own experience as a blind science student at university. When I started attending university in 2009, I found many of the more mathematically oriented modules difficult to understand because of a lack of accessible mathematical study material. Although the books were available electronicly, they were filled with equations and diagrams, both of which were in a format not readable by the screen reading software that blind people rely on. As a result, I had to make use of sighted tutors for many of my subjects, who aided me in transcribing the material to a format that I could access. This was very time consuming during an already demanding course, combined with the effort of self-advocacy generally required by disabled students. I therefore decided, on the recommendation of my supervisor, to focus my PhD studies on a method for accessing graphical material in a non-visual way.
The method I developed is based on the concept of sensory substitution, which is the mapping of information destined for one sense to a form which can be understood by another. In particular I used audio-visual sensory substitution, the mapping of visual information to sound. My method is an extension of the vOICe method developed by Peter Meijer (he has a website describing his method at seeingwithsound.com.) The vOICe works by mapping each column in an image to a tone chord, so that bright parts of an image produce a sound, and dark parts are silent. The chords are then played one after the other, so that, for example, a diagonal line from top-left to bottom-right will sound like a descending tone. I extended the vOICe method by the incorporation of gestures on a touch screen, which allows blind readers to explore diagrams by sliding their fingers across the screen. For the second part of my study, I investigated whether blind readers would be able to also read equations with my method. I was able to show that it is indeed possible, which may be useful to allow blind readers to transcribe mathematical content themselves. However, I must emphasise that the first prize would always be material produced by publishers in a format already accessible to everyone, i.e. born-accessible material.
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