Hammel, A. M., & Rathgeber, J. (2021). Living at the intersection of tablets, music, and disability. In G. Greher, & S. L. Burton (Eds.), Creative Music Making at Your Fingertips: A Mobile Technology Guide for Music Educators (pp. 29-42). Oxford University Press.
Abstract: The chapter considers potential possibilities and pitfalls encountered by music learners and scholar-practitioners when using tablet-based technologies for music making and learning. The authors address this question by providing a nuanced, anti-ableist, and balanced discussion of issues that arise at the intersection of adaptive and tablet-based technologies, music learning and making, and disability. First, the chapter highlights applications and approaches discussed elsewhere in the volume, addressing their potentials for fostering adaptive, inclusive, equitable, and meaningful music learning and making with and for disabled musickers/musickers with disabilities (DM/MwD) that can include tablets. Then the authors draw on theoretical perspectives indigenous to discourses about disability studies to problematize these resources, calling attention to potentially negative implications related to autonomy, extracurricular advancement, and othering rooted in and affirming ableism. The chapter concludes with questions and suggestions to assist music learners and scholar-practitioners in navigating the intersections and interactions of tablet-based technologies, use of apps, music learning and making, and disability.
Abstract: The chapter considers potential possibilities and pitfalls encountered by music learners and scholar-practitioners when using tablet-based technologies for music making and learning. The authors address this question by providing a nuanced, anti-ableist, and balanced discussion of issues that arise at the intersection of adaptive and tablet-based technologies, music learning and making, and disability. First, the chapter highlights applications and approaches discussed elsewhere in the volume, addressing their potentials for fostering adaptive, inclusive, equitable, and meaningful music learning and making with and for disabled musickers/musickers with disabilities (DM/MwD) that can include tablets. Then the authors draw on theoretical perspectives indigenous to discourses about disability studies to problematize these resources, calling attention to potentially negative implications related to autonomy, extracurricular advancement, and othering rooted in and affirming ableism. The chapter concludes with questions and suggestions to assist music learners and scholar-practitioners in navigating the intersections and interactions of tablet-based technologies, use of apps, music learning and making, and disability.
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