Communication through the fingers: experience with braille musicography at the Tolima Conservatory

Abstract

This article presents the findings of research conducted at the Tolima Conservatory in Colombia, aimed at systematizing educational experiences related to teaching sight-singing through Braille music notation. The study involved two teachers, two visually impaired students, and the author of this paper, who, through the adaptation of materials to Braille music, was able to implement participatory experiences to instruct these students in the field of music. From a methodological perspective, two data collection techniques were employed: in-depth interviews, which provided narratives about the experiences, challenges, and achievements of those involved; and participant observation, which helped to understand the dynamics and obstacles faced by students and teachers in sight-singing classes. This study highlights the importance of Braille music notation not only as a means of teaching music but also as a fundamental communication tool for visually impaired individuals, facilitating their inclusion in higher education. The research concludes that musical Braille ensures equal opportunities, and its integration into university curricula would represent a significant step toward a more inclusive and equitable education.