Designing for What Cannot Be Seen: Supporting Embodied String Learning for Musicians with Blindness and Low-Vision

2026-07-20

AI Summary

This study addresses the core challenges faced by visually impaired string learners within traditional, vision-centric pedagogical frameworks—particularly difficulties in bow control, left-hand coordination, access to musical notation, and memory-intensive practice. Through a multimethod qualitative investigation involving practice video analysis, classroom observations, and expert interviews, the research systematically uncovers the embodied coordination barriers unique to these learners. Drawing on an interdisciplinary perspective that integrates human-computer interaction and music education, it proposes user-centered, forward-looking interaction design concepts. Preliminary validation through feedback from blind musicians identifies four key challenges and yields initial design proposals, thereby establishing a theoretical foundation and practical direction for future technological development and pedagogical interventions.

Abstract

Bowed string instruments demand fine-grained bodily coordination that is typically taught through visual demonstration, creating persistent barriers for musicians with blindness and low-vision (BLV). To understand these challenges and explore new design opportunities, we conducted a design study with four advanced string musicians with BLV and three of their instructors. Our team, spanning violin performance and music education, disability studies in music, HCI design, and engineering employed a qualitative, multi-method approach including practice video analysis, lesson observation, expert interviews. Our analysis identifies recurring difficulties in right-hand bow control, left-hand coordination, score access, and memory-intensive practice. Building on these findings, we conducted an exploratory design ideation phase informed by empirical findings and feedback from one musician with BLV. We developed speculative design directions that could potentially address identified breakdowns, while acknowledging that these concepts require further evaluation with instructors and in deployed contexts.

Problem

• blindness and low-vision
• bowed string instruments
• embodied learning
• music education
• accessibility

Innovation

• embodied learning
• blindness and low-vision
• bowed string instruments
• speculative design
• accessible music education