A POTENTIAL TRAINING SET TO STRENGTHEN BASIC THAI SINGING SKILLS FOR VISUALLY IMPAIRED LEARNERS

Abstract

Background and Objectives: The research titled “A Potential Training Set to Strengthen Basic Thai Singing Skills for Visually Impaired Learners” is a qualitative study that aims to explore the possibility of designing inclusive learning materials tailored to specific learner groups. It focuses on the art of Thai traditional singing, a cultural expression rich in emotional depth and local wisdom. While Thai music holds great artistic and cultural value, access to such knowledge remains limited for visually impaired individuals, particularly due to the lack of suitable materials, instructional media, and continuous practice opportunities.

Methods: The study gathered theoretical data related to self-directed learning, accessible instructional design, and musical aesthetics. It also involved in-depth interviews with experts including National Artists, Thai music educators, and visually impaired students. Through a process of modeling, synthesis, and iterative feedback, the research team developed a training kit suited to the learners' needs and constraints. Five suitable songs were selected for inclusion: Ton Phleng Ching, Khaek Borathet, Nang Nak, Tao Kin Phak Bung, and Rabam Kailat Samroeng. The program also included practice modules in various forms of Sepha (Thai, Lao, Mon) and Khon recitation such as Paak Muang, Paak Rot, Paak Oh, and Paak Chom Dong.

Key Findings: Classroom implementation showed promising outcomes, with learners demonstrating improved technical accuracy, musical understanding, and greater confidence in their performance. One of the key findings is that traditional music education can be made inclusive when instructional design genuinely responds to learners’ real contexts.

Implications of the Study: This training kit is not merely a tool for skill-building-it represents a step toward cultural participation and artistic empowerment for a group that is often marginalized. The research suggests that broader implementation is possible through educational institutions and schools for the blind, along with further development of digital formats such as interactive audiobooks, mobile applications, or online learning modules.

Conclusions and Future Study: Long-term impact studies are also recommended to assess the effectiveness and sustainability of such inclusive music education approaches.