The Role of Music in Deaf Culture: Implications for Music Educators

Abstract

The primary purpose of this study was to examine the role of music in the deaf culture and to relate the findings to current practices in music education programs for hearing-impaired students. Secondary purposes of the study were to accumulate data that would either substantiate or refute the writings of hearing authors regarding the value of music to the deaf and to examine factors that determine deaf individuals' involvement with music. Data were collected by (a) a questionnaire sent to a random sample of deaf Americans from across the country, and (b) videotaped personal interviews with a random sample of deaf community members in a large midwestern metropolitan area. Based on their primary language and socialization practices, respondents were identified as members of the deaf culture, members of the hearing culture, or those that interact within both cultures. A summary of the results indicates that (1) cultural identification is a strong influential factor in deaf individuals' involvement with music, (2) deaf individuals that do involve themselves with music do so in ways similar to hearing individuals, (3) musical activities enjoyed most by deaf individuals are singing/signing songs, listening to music, and moving or dancing to music, (4) most respondents believed that music instruction should be optional for deaf students, (5) certain factors related to family involvement with music and musical training seem to be indicators of the role music will play in the lives of deaf individuals, and (6) deaf individuals do not participate to the degree that hearing individuals do in most common ritual uses of music. Quotes from respondents and implications for music educators teaching hearing-impaired students are given.

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