Reader Spotlight On: Casey Harper

Casey Harper, a musician and lifelong resident of West Point, Virginia, has utilized braille music and assistive technology to cultivate a rich musical career and education. Since becoming a patron of the National Library Service (NLS) Music Section in 2002, Harper has engaged deeply with resources tailored to visually impaired musicians.

Harper’s journey in music began early, marked by her dedication to piano, guitar, and vocal performance despite total blindness. Her academic path included undergraduate studies at Shenandoah University, where she further explored music theory and therapy. A highlight of her formative years was her induction into the Tri-M Music Honor Society during high school, reflecting her commitment and recognition in both choir participation and music appreciation courses.

Integral to Harper’s development has been her innovative use of technology. She adapted the music writing software Cakewalk—despite its dated status—to notate melodies and rhythms. Additionally, Harper employed a custom rhythm notation system on her computer keyboard, mapping letters and numbers to musical note durations, facilitating her coursework and composition efforts.

The NLS Music Section’s extensive collection has been a cornerstone in Harper’s ongoing education. She frequently accesses instructional materials by Bill Brown, particularly his beginner courses for guitar and piano designed for visually impaired learners. Beyond technical lessons, Harper values historical and theoretical texts such as Richard Fawkes’s “History of Classical Music,” which offers a comprehensive overview of Western classical traditions.

Braille music literacy remains central to Harper’s artistic and pedagogical approach. She credits courses from the Hadley School for the Blind and the Braille Authority of North America’s (BANA) Braille Music Code book as foundational tools for mastering braille music notation. These resources, alongside tactile learning aids like Natalie Lamken’s “3-D Guitar Chords,” have enhanced her understanding of musical structures and finger positioning.

Harper advocates for a paced, mentor-supported learning process for braille music, emphasizing the importance of mastering rhythmic patterns and dynamic markings to interpret melodic phrasing effectively. She encourages emerging visually impaired musicians to seek guidance from experienced instructors familiar with braille music across different instruments and vocal techniques.

Music holds dual significance in Harper’s life as both a leisure pursuit and a professional skill. Participation in ensembles and choral groups provided social engagement opportunities, helping her overcome shyness and enriching her personal experiences. Moreover, her academic background in music therapy has deepened her empathetic insight into the therapeutic potentials of music.

Through her multifaceted involvement with music, Harper exemplifies how accessible education and adaptive technologies can empower visually impaired musicians. Her journey underscores the vital role of specialized resources and mentorship in breaking barriers and fostering independent musical study.

For those interested, the NLS Music Section continues to offer a variety of braille and audio materials that support the learning and performance needs of blind and visually impaired musicians. Harper’s experience illustrates the transformative impact of these services, highlighting the possibilities for artistic growth and community connection within this field.