A blind teacher’s take on Is “music” reading or “sight” reading important enough to provide resources to both blind and sighted students alike? One visually impaired music educator says yes!

Re Robinson, a blind choir director from Florida, shares her unique journey in music education. She discusses her experiences as a choir student and now as a teacher, emphasizing the importance of representation, adaptability, and cultural diversity in music. Re highlights her teaching methods, which incorporate ear training and Braille music, and reflects on the challenges faced by visually impaired individuals in the music profession. Her mission is to create a safe and inclusive environment for her students, encouraging them to embrace their identities while also learning about others. In this episode we discuss

• The impact that musical growth can have on personal growth

That reading is not just for sighted students

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Re Robinson has been involved in music her entire life. From the age of 15, she was singing and performing. In high school, she was a member of the prestigious Jacksonville Children’s Chorus. Under the tutelage of Carolyn Wells, Melissa Barns, and Darren Dailey, Re learned the basics of music and harmony, as well as how to navigate the very visual aspects of performing as a blind singer.

Always eager to take on new challenges and break through barriers, Ms. Robinson chose to study dance and movement, piano, and voice. Her musical talents were further developed while singing in her high school choirs at both The Florida School for the Deaf and Blind and St. Augustine High School. She was one of the first blind students to be accepted into a Florida All State Choir. Re flourished under the instruction of Leslie Costello and Jeff Dodd, so it was no surprise that she was accepted into the music program at Florida State University after graduating as the salutatorian of her class.

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In college, she continued her vocal studies with Dr. Evan Jones and took on the ambitious task of studying choral conducting. Knowing this was an extraordinary path to take, Re threw herself into her studies and learned to navigate this very visual profession in the context of a non-visual conductor. This led her to seek the advice of many conductors and composers who have become her mentors, friends, and cheerleaders. She counts among these friends composer Roger Emerson, Cincinnati Youth Choir conductor Robin Lana, Leslie Costello, Laurie Wohl, Carolyn Wells, Midwest Center for Creative Arts director Wendi Dicken, Prof. LaKedria Lozano, and many others. They all consider Re to be a pioneer in the field of blind choral conductors and music education for students of all abilities.

Currently, MS. Robinson is a second-year middle school music educator at a school in south Florida. With her unique perspective, she continues to advocate for blind music students to have opportunities to pursue their goals in the field of music by calling for adaptive materials like braille music and theory books, and classroom assistants who can support both students and teachers. In addition, she advocates for diverse representation in the classroom by teaching her students as someone with a disability.

She continues to refine her educational philosophy, which includes building music literacy skills so that all students can become independent musicians. Re strongly reinforces the idea that students can grow through their mistakes; she encourages them to try to do their best without fear of failure. to encourage a sense of community and belonging, Re programs diverse and culturally responsive repertoire in an effort to make all students feel included in her program. This is so that students can see themselves represented in the program, but it is also so that they can have a window into the world beyond the classroom.

Outside of work, Re enjoys visiting with friends, listening to podcasts, reading, and relaxing with her guide dog, Realm.

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