This paper analyses the challenges and solutions involved in the development of the graphical user interface of the Maestro software, designed as a technological tool to support conducting education for blind students. The project is based on the premise that the technical-performative teaching of conducting — historically dependent on visual input — requires a restructuring of its pedagogical methods through technological resources, enabling autonomous and accessible learning for students with visual impairments. Within this context, the graphical interface of Maestro emerges as a critical point of tension: although rooted in visual elements, it was designed to integrate alternative sensory modes to ensure its full usability by blind users.

The interface architecture was developed following the principles of Human-Computer Interaction (HCI) and User-Centred Design methodology. Strategies adopted included visual simplification, a clear hierarchical structure of menus, the use of large, labelled buttons, and the integration of accessible commands via auditory and haptic feedback. Key features available include: “Free Practice” and “Beat Practice” modes, the “Generate Graph” function which displays gesture tracing, video export of conducting gestures, and the selection of corrective feedback type (tactile or auditory). The interface was designed to provide clear feedback on the activity performed, including the option of graphic analysis of gesture patterns captured via visual tracking.

To evaluate the effectiveness of the graphical interface for blind users, usability tests were conducted with 25 visually impaired student volunteers. Data was collected through rating scales, direct observation, and performance analysis with and without the system. Results indicated that despite the interface’s visual nature, the integration of auditory and tactile resources allowed users to experience functional, safe, and efficient navigation. Most participants reported ease in understanding the commands after initial training and positively highlighted the clarity of the feedback provided. The graph generation feature, though not directly accessible, proved effective when used in combination with teacher support or tactile printouts.

It can therefore be concluded that the Maestro graphical interface, although constructed within visual paradigms, can be successfully adapted for blind users through multimodal strategies and design focused on the sensory experience of the target audience. The research underscores the importance of rethinking the notion of digital accessibility not as the exclusion of visuality, but as an expansion of communication channels with the user. In this sense, the Maestro interface represents a methodological milestone by demonstrating that complex educational software can be designed with inclusion from the outset, without compromising its technical and pedagogical functionalities.

Funding Statement:
This work is financed by national funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., within the scope of the Scientific Employment Stimulus – Individual Support – (2022.02280. CEECIND) and the CIDTFF R&D Unit (UIDB/00194/2020 – https://doi.org/10.54499/UIDB/00194/2020 – and UIDP/00194/2020 https://doi.org/10.54499/UIDP/00194/2020).

Keywords: Inclusive Music Education, Accessible Musical Performance, Visual Impairment and Music, Conducting Teaching and Learning, Maestro Project.