MuVIE Training in Cyprus

The MuVIE introductory Training Programme – Accessible Music Learning took place in Nicosia, Cyprus at St.Barnabas School for the Blind on February 12th, 2026. It was implemented with the participation of fifteen stakeholders: five blind music learners, two low vision music learners, two low vision music teachers, four music teachers, and two school administrators. The training aimed to introduce accessible digital tools and foundational Braille music literacy skills at a beginner level, requiring no prior knowledge of music technology. The program was presented by Chariklia Strouthou, musician and expert in Braille music, and Christiana Koutsoupidou, music therapist, who represent the St. Barnabas school in the MuVIe consortium.

The programme began with a discussion among the participants led by the presenters to set the common grounds of the difficulties encountered within the music learners in the past during their music education classes and accessibility to music materials. Following, the presenters shared a brief historical overview of Braille music notation and a presentation of the MuVIe project and its objectives. Participants were introduced to the current available tools and materials, establishing a shared understanding of the importance of accessible music technologies and setting clear expectations for the practical components of the training.

Participants were introduced to Braille Music Editor 2025 (BME2025) as the main tool for reading and writing Braille music, used in conjunction with the NVDA screen reader and the braille line. Through guided practice, they learned keyboard navigation, file creation, and the entry of basic musical elements including rhythm, meter, notes, rests, and key signatures.

By the end of this module, participants were able to write simple musical patterns, use MIDI playback to aurally verify their work, and navigate essential menu functions independently. This marked the achievement of foundational competencies in accessible digital music notation.

The training continued with the introduction of the MuVie Library as a resource for accessible music scores. Participants practiced searching for music by title, composer, or difficulty level. Then, they were also introduced to a variant of BME2025, the Braille Music Reader 2025 (BMR2025) used solely for opening scores and listening to selected pieces.

They successfully opened library scores in BMR2025 (BMML, MusicXML, and MIDI formats), read basic Braille music lines, compared written notation with audio playback, and explore the shortcut keys for various functions. This module strengthened their ability to independently access and explore accessible music materials.

During the practice phase, participants combined the use of BMR2025 and the MuVie Library in realistic educational scenarios. Learners applied their newly acquired skills in breaking down steps for reading and practicing a new music score, while music teachers evaluated classroom integration and pedagogical use. The inclusion of ongoing support mechanisms and the available resources from the MuVIe website, of the instructional videos for BMR2025 and the Library in the Greek language, were promising to ensure continuity beyond this training session.

The training achieved its expected outcomes. Participants gained confidence in accessing, reading, simple writing, and listening to music in Braille at a basic level. Learners developed a basic independence in using accessible digital tools, while teachers enhanced their capacity to integrate these tools perceptively into inclusive music teaching practices.

Overall, the programme successfully established foundational digital and musical competencies and promoted greater autonomy in accessible music learning for visually impaired people.