Inclusive strategies for musicians with learning disabilities

Laboratory experiences for musical education. Techniques for the coordination of movements and for visual cleaning in order to read scores during the instrument lessons (piano)

by ALESSANDRO LAMANTEA
    School sections
    • Primary
    • Upper secondary school
    • Lower secondary school
    Educational subjects
    • Instrumental practice
    • Music and technologies
    • Music and…

Inclusive strategies for musicians with learning disabilities

Inclusive strategies for musicians with learning disabilities. Laboratory experiences for musical education: techniques for the coordination of movements and for visual cleaning in order to read scores during the instrument lessons (piano). The use of IT for inclusive didactics in the musical field: experimentation of inclusive transcriptions for facilitated reading.

A high presence of students with learning disabilities requires the personalization of instrumental didactics with a targeted use of inclusive strategies, compensative instruments, exemption measures, as well as verification of suitable criteria and modalities pursuant to Law no. 170/2010.

The main phases of the educational planning consisted in the:

a) analysis, in the class committee, of the diagnosis of students with learning disabilities;

b) individual observation for the filling in of the Personalized Didactics Plan

c) organization of the work to be carried out in class and planning of the activities

d) implementation of strategies fit for each single case

e) development of inclusive materials, compensative instruments and exemption measures

f) use of inclusive evaluation strategies that enhanced the path

Work tools

In order to successfully implement this type of educational mediation it is necessary to have: a classroom, a musical instrument, a computer connected to the Internet, an IWB, a good quality sound system, a musical video-writing software, an online and offline metronome. For an advanced experimentation: a wave editing software, a keylighting digital keyboard.

The theoretical framework of reference made use of the following piano teaching methodologies:
- ear for music, sense of rhythm, approach to the code, instrumental procedures by ear, improvisations, playing while reading, compositions and interpretations (Willems, Porena)
- graduality in the rhythmic and melodic instrumental study (Orff)
- imitation, good technical mastery, parents’ involvement, organization of the environment (Suzuki)
- conducts and musical constructivism (Delalande)
- Evidence Based Education for inclusion: to motivate with spurring information, multimedia, texts to read and listen to, live or recorded reading, moments of sharing and spurred interaction, facilitated reading
- active learning processes, such as peer and cross tutoring (Cohen)

Educational purposes

The skills, goals and training objectives selected by the teacher for this experience are shown below.

Competences
    Listening
    • Interpretation
    • Analysis
    • Comprehension
    Production
    • Execution
    Reading and Writing
    • Use of unconventional analogic music notation
    • Use of conventional analogic music notation
GOALS FOR THE DEVELOPMENT OF COMPETENCES [...]
    Primary
    Listening
    • Listening, interpreting and describing pieces of music of different genres
    Production
    • Producing timbre, melodic and rhythmic combinations applying basic schemes; executing them with the voice, the body and instruments (including IT tools).
    • Playing, alone or in group, simple vocal or instrumental pieces of music belonging to different genres and cultures, using also didactic instruments and self-made tools.
    Reading and Writing
    • Using analog and codified notation
    Lower secondary school
    Listening
    • Understands and evaluates events, materials, and musical works recognising their meanings, also in relation to his/her own musical experience and the different historical/sociological context.
    Production
    • Actively participating in music experiences through the execution and the interpretation of vocal and instrumental music pieces belonging to different genres and cultures.
    • Capacity to conceive and create music and multimedia messages, also though improvisation or collective elaboration processes, using also IT tools, in critical confrontation with models belonging to the musical heritage
    Reading and Writing
    • Integrating one’s own music experience with other knowledge and practices using appropriate codes and codification systems
Educational targets

The students learned how to:
- recognize, in the piece assigned, the technical characteristics and difficulties to be overcome
- recognize their personal characteristics to be enhanced and their limits to be compensated with regard to the difficulties encountered in performing the piece
- develop personal learning strategies
- organize a schedule of personalized study
- recognize and put in relation the various performance sections of the piece
- develop various inclusive educational material with growing difficulty (from rhythmic to melodic, to sections/parts/hands) using digital compensative instruments: transcription with musical video-writing software of various versions of scores for visual cleaning, listening to their own performances and those of others
- apply the inclusive materials and instruments developed to the study of the instrument, up to the correct performance of the piece, and pay attention to the interpretation
- reformulate their study path from a metacognitive perspective

Community

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