Kathleen
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I would use the full note values for these. Later, when they can be grouped in the actual music, you can add a quick TN to explain the procedure.
Hi Robert,
I've attached a brf file of how I might approach some of these kinds of things. Keep in mind that this type of annotated music is not always best Brailled in our usual single-line format. Sometimes lists are better at explaining the lesson at hand, with music embedded in the literary context.
(this braille file is quick and dirty - I did no proofreading, so forgive any typos.)
Transcriber's notes are your friends in these kinds of books, too! Don't be shy in explaining what print is showing.
Hi Robert,
In these types of situations, I generally describe the placement of the white keys in relation to the black keys. For example, "C is the white key to the left of a group of 2 black keys; D is the white key in the middle of the two black keys; E is the white key to the right of a group of two black keys."
Using this kind of description seems to me to be the only way to convey the info without having a graphic. Hopefully the student will be near a piano when working with these materials and can use the piano as the tactile!
Kathleen
Good afternoon, Robert,
The way you have used the grade 1 indicators in your simbraille is correct. We need the indicator if the letter is standing alone, but not if it is followed by the flat or sharp sign.
You may choose to use a grade 1 passage indicator with lists of key names, according to the UEB rules pertaining to passages. (In the examples you attached, I did not notice any place where the passage indicator would be necessary, however.)
Hope that helps!
Kathleen
Hi Robert - (please forgive my delay in responding. I didn't get a notification that there was a new message)
In the hopes that this is not too late -
Hopefully, you're using an ensemble format so that the marginal identifiers will let the singer know which part singing which notes. When the duet drops out, just go back to a single part for the soprano.
I would have the duet part on a separate line(s) as the soprano 1 so that each measure can be Brailled in full and can easily be counted and sung.
I hope this isn't too late a response! I apologize for the delay!
In this case, I would just put the fingering after the interval sign.
I would probably put the shift before the B quarter in the second part of measure 7, since that is where the shift happens, and not on the G before it.
I've never actually seen arrows by themselves indicating high and low positions. When I encounter the "hi2" or "lo2" fingering, I add a dot 1 after the finger number for hi and dots 12 after the finger number for lo.
But if the arrow appear by themselves, we can't add the fingering. I would use a word sign "up" or "down" before the note with an arrow.
Transcriber's notes are your friends in these books!
Hi Anna,
Yes, Bowing signs are included in repeats.
And I consulted with a cellist for whom I transcribe and she says it is perfectly acceptable to use a repeat when the second occurrence has no bowing indicators when the original passage did. So think of it the same way as fingerings.
Hope that helps!
That looks to be highlighting the half step between the A and the B flat. Be sure to check the surrounding text to clarify that.
When these occur, if they do indeed represent half steps, I will frequently use a word sign letter h (and/or w for the whole steps). I include a TN saying that the letter h in the music line represents the upside-down v (or wedge or however you want to call it) connecting the notes of the half step.
Hello Lucas!
This is how I have shown the shift indication in the past, yes. Be sure to add a TN before the first time it appears, as dots 41 also represent the glissando.
Those are tricky indeed -
I generally braille them as a list, such as
"D string, third position:
G 1, A 2, B-flat low 3, C 4
G 1, A2, B high 3, C 4"
The student will hopefully have a teacher to help in finding the correct placement of the third position on the viola.
Hi Robert,
If you are Brailling two vocal lines, or the voices change in any way, you need to identify them, as you've done here. I say better air on the side of being perfectly clear with which part is singing what than hoping the reader will understand.
Quick note about the music heading - use the dropped G parentheses instead of the UEB parentheses. (Section 1.3)
Also, you do not need to enclose the text in word-sign indicators when you're treating it as a music heading. If you're putting "a bit quicker" in the music line, you'll need the indicators, but not when it's centered as a heading. Add a period after it, even though none appears in print, if you keep it as a centered heading.
Hope this helps!
