Music Reading
Craig Sale, Editor
Craig Sale's READING department column in the Spring issue addresses the question, "How do you adapt your reading materials for students with learning disabilities?" The guest writer is ALICE HAMMEL, nationally known music educator who has earned numerous awards for her major contributions in this area. In the following "Sampler", you will find some excerpts from Dr. Hammel's excellent article on ways to work with students who have learning disabilities (which she prefers to call learning "differences.")
In her article, Dr. Hammel underlines the importance of establishing communication with parents. In her own initial contact with parents of prospective students, among other questions, she always asks, "Does your child have any special learning needs you would like to share with me?" This gives parents the opportunity to share information they think is relevant and conveys Alice's openness to modifying her teaching to fit the needs of their child. Here are some quotes from the article itself:
"Many students with learning differences have Individualized Education Programs (IEPs). (These) are documents used by school systems to individualize the learning experience for special learners. I ask parents of my special learners if they are comfortable sharing the IEP or IEP summary (with me) and explain it will assist in continuity between school and studio and may help the student progress faster with less frustration. Most parents will share this information with studio teachers.
"Some parents are willing to provide contact information for special education staff members, teachers, or someone familiar with their child who can review the IEP or other general information with you. It is also good to be aware of specific therapies or accommodations your student experiences at school. ... By beginning a relationship with a family in this way, you are conveying your willingness to teach their child. This will be greatly appreciated by the family who may not have often encountered this.
"Learning disabilities, or as I prefer, learning differences, is a term used to describe a group of disabilities caused by a dysfunction in the central nervous system. Students with learning differences may have difficulty in any one or more of the following areas: listening, speaking, reading, writing, reasoning, or math. Students with learning differences have average to above average intelligence and a marked discrepancy between their potential to achieve and their actual achievement level. Their brains process information differently from those without learning differences.
"Students with learning differences often display characteristics not usually found in students without (them). Some have difficulty participating in conversations, may not be able to respond quickly to statements or questions, and may provide answers that are not directly related to the conversation. Some will have great difficulty completing puzzles, or seeing and remembering shapes. They may reverse letters and have difficulty understanding differences between words or following oral directions. (They) may appear to be 'clumsy.' They sometimes have difficulty with fine motor activities and coordinating what they see (visual) with what their bodies need to do (kinesthetic). These students may become very frustrated when beginning new music or other assignments because learning new material is often very difficult for them. They also may often lose books, pencils, and other materials.
"When teaching students with learning differences to read music, I try to remember my mantra which I call the 'Big Four': Color, Size, Modality, and Pacing. Many of the modifications I make when teaching are part of the 'Big Four.'
* Color
"Adding color to the black and white (music notation) assists
the rods and cones that help eyes see and send messages to the
brain. One adaptation is to use a piece of colored transparency
paper over their music. A highlighter with an "eraser"
on the opposite end is a very useful tool. Teachers can highlight
an area and later erase it when the focus of music reading shifts
to a different part of the page. Color photographs of information
also help students visualize what we are teaching. I often code
music with colors or familiar symbols to help students remember
notes or rhythms. Sometimes it is helpful to color-code notes,
i.e., pink is C, blue is D, and green is E.
* Size
"Students with learning differences respond very well when
music is simplified, or made larger and bolder. I use an overhead
projector, copy machine, or computer to enlarge materials.
* Modality
"We all learn through various modalities (visual, aural,
and kinesthetic). Students with learning differences sometimes
process information best through one or two, rather than all
modalities. I present information in at least three ways. example:
I provide written materials for all spoken instruction.
I allow students hands-on examinations of all materials
and equipment. A kinesthetic approach combined with visual and
aural elements helps students learn. I also allow students to
tape record lessons (which) they replay at home and, at their
own pace, take notes or practice material in their preferred modality.
* Pacing
"I individualize assignments for special learners, (allowing
them) to create assignment notebooks and pace themselves during
the week. They write their assignments in the notebook as they
practice, thereby, setting their own goals during practice. Positive
teacher feedback in the lesson following a good 'notebook' week
can increase the self-esteem of a student who may not have had
many positive educational experiences.
"When beginning a new piece, I separate rhythmic and melodic elements until students can combine them. I use vocabulary lists so students can remember terms and definitions at home. I also introduce new music a measure or phrase at a time. I call one technique that I use, 'scaffolding'. In 'scaffolding,' as I introduce new music, I slowly increase the amount of music-reading I ask the student to perform independently. When learning a new piece, I provide a list of the multiple steps (or a visual model of the steps) involved. The student will appreciate this list or model when practicing at home and develop the independence necessary for music-reading.
Other suggested strategies for assisting students with learning differences
* limit use of words not yet in the student's vocabulary and work to be consistent with the terminology (used)
* incorporate computer software programs for students who need extra drill and practice in note and rhythm reading.
* between lessons, ask students to practice for a short period of time at more frequent intervals-for example, two 10-minute practice sessions rather than one 20-minute session. This encourages them to work at an even pace and can decrease frustration levels.
* (because) some students need shorter lessons at more frequent intervals, sometimes offer two 15-minute lessons a week, rather than one 30-minute lesson.
"These adaptations can improve music-reading levels of students with learning differences. For some, this may be the first positive educational experience the child has had. Success can be a very powerful motivational tool!
"Some 'tips' for assisting students who have difficulty manipulating pencils or other items during lessons:
* Velcro attached to chairs or desks and also on pencils, rulers, highlighters, or any other tool you may employ during theory or other instruction can help eliminate distractions to the student.
* Tape or rubber strips added to the back of rulers or other writing materials can also be used to prevent sliding of paper during theory activities.
* The use of pens (felt tip) or pencils (soft lead) that require less pressure is also helpful, as is using a computer to complete music-reading assessments or assignments."
As a summary, Dr. Hammel writes:
"Students with learning differences need frequent positive
reinforcement. Many have low self-esteem and are easily frustrated.
Celebrating each small success helps build student/teacher relationships
and reminds students of their value to us and our studio community.
We can be a positive influence that a student will remember forever.
"There are many sources of assistance available. The greatest will be from those who know the student well and know special learners well. Our local communities-including instructional aides, classroom teachers, special education teachers, parents, other studio teachers, and local agencies, are available to assist us. A listing of agencies and contact persons are listed on my own web site:
under the heading of 'special learners.' I encourage you to seek outside help whenever necessary to secure the best possible studio environment for all special learners. I also encourage you to embrace these very special young people.
Dr. Alice M. Hammel is the Director of Educational Programs for Musicate. She accepted this position after teaching courses in music education and music appreciation at the University of Richmond for five years. She also manages her own independent music studio. Dr. Hammel is a nationally known clinician, adjudicator and author, and has taught instrumental and choral music in public and private schools. She is a recipient of multiple awards honoring her commitment to music education and the inclusion of all students in music classrooms.
From the Editor:
We urge you to
read Dr. Hammel's complete article that is found on pp. 20-25
of the Spring 2003 issue of KEYBOARD COMPANION.
For the other Sampler from this issue, click here
For subscription information, click here
