Music is an important part of our daily life. We listen to the radio, enjoy concerts or make music.
Rhythm is the first musical concept deaf people learn in music classes. However, hearing loss limits the amount of information that allows a deaf person to evaluate his or her performance and stay in sync with other musicians. In this paper, we investigated how a visual and vibrotactile music-sensory-substitution device, MuSS-Bits++, affects rhythm discrimination, reproduction, and expressivity of deaf people. We conducted a controlled study with 11 deaf children and found that most participants felt more confident wearing the device in vibration mode even when it did not objectively improve their accuracy. Furthermore, we studied how MuSS-Bits++ can be used in music classes at deaf schools and what challenges and opportunities arise in such a setting. Based on these studies, we discuss insights and future directions that support the design and development of music-sensory-substitution systems for music making.
Young children can learn about their own feelings and moods through listening to music, by singing songs, and by expressively moving to music. Music and song provide an enjoyable way to introduce young children to the songs and tales of other cultures as well as familiarizing children with words in other languages. A listing of folk songs suitable for early childhood classrooms is provided to support teachers' use of music with children's singing and moving.