Abstract

The work of disabled musicians has become the focus on of an increasingly large body of academic work; however, existing literature rarely provides details about the educational experiences of these musicians, or how disability impacted these experiences. This study interviewed eleven performing musicians living with disability in Australia to elucidate the barriers and enablers that they faced in their music educations and careers. We developed a ‘nested model’ based on a qualitative narrative analysis which identified barriers and enablers coming from ‘the musician’, ‘the self’, ‘other people’, and ‘the system’. We used this model to draw out further themes and counter-themes across the interviews to begin to illuminate the barriers. Each of our participants was able to identify numerous barriers to access, which they had experienced during their musical careers. Despite this, ten of our eleven participants continued to find ways to participate and express their creativity in musical activities, and they provided many practical suggestions for improving access. Future studies that seek perspectives from disabled music students, or those who are in the early stages of their careers, may provide further insights to better understand barriers and enablers.

摘要

残疾音乐家的工作已成为越来越多的学术工作的重点；然而，现有文献很少提供有关这些音乐家的教育经历或残疾如何影响这些经历的详细信息。本研究采访了澳大利亚的 11 位残疾音乐家，以阐明他们在音乐教育和职业生涯中面临的障碍和促成因素。我们基于定性叙事分析开发了一个“嵌套模型”，该分析确定了来自“音乐家”、“自我”、“其他人”和“系统”的障碍和促成因素。我们使用这个模型在采访中绘制了更多的主题和反主题，以开始阐明障碍。我们的每个参与者都能够识别出许多访问障碍，这是他们在音乐生涯中所经历的。尽管如此，我们的 11 名参与者中有 10 名继续想方设法在音乐活动中参与和表达他们的创造力，他们为改善访问提供了许多实用的建议。未来的研究从残疾音乐学生或处于职业生涯早期阶段的学生那里寻求观点，可能会提供进一步的见解，以更好地了解障碍和促成因素。