Blog #25: Reading Reflections for 11/23/2009

Articles Referenced in this Post: “Assistive Technology”

I found the video of Ari using SoundBeam to be inspiring. I am amazed at the technology – turning movement into music instantly. Now that seems like magic. This clearly has fantastic implications to both music education and music therapy. The music which Ari created was beautiful! I would have never assumed he had this creative ability if he had not demonstrated it with SoundBeam. This person is clearly just as able to create music as other students without disabilities but simply needs a medium of expression. Even those with advanced limitations could create music with SoundBeam because the article mentions that even the twitch of an eyebrow could activate the machine. I’m sure that usual classroom activities could utilize this device as well. It might help a teacher incorporate dance into the general music curriculum, for example. I would love the opportunity to try this device sometime.

I know that the IDEA is constantly being built upon and I think that it’s crucial that those with disabilities have the same educational experience as everyone else. All of last year, I volunteered in the music therapy department of the Cleveland Music School Settlement which was an eye-opening experience for me. Several of the clients I worked with were at first unresponsive to instruction and some did not have speech. Upon first meeting these students, I wondered how the therapist was planning to help them accomplish anything. However, as soon as we applied music to their routine they immediately attended to what the teacher/therapist was doing. Music seems to help those with cognitive disabilities focus. The people I worked with were incredibly motivated to pursue the art. As a group, we formed an ensemble, which played and sang compositions using drum set, congas, piano, hand chimes, xylophone, glockenspiel, and voice. Students were able to follow color patterns posted on the board when changing pitches. All of the clients were extremely attentive during the “rehearsals” anticipating the final product.

We also used the program GarageBand with the clients to create music. We utilized a general ABA form and the group actually worked together in order to select loops that sound musically appropriate. We collaborated, which I thought was fairly incredible, considering two of these clients did not even have speech. Sometimes we searched YouTube videos to find examples of different musical styles. I seem to keep mentioning YouTube in all of my posts probably because it seems to have so many applications for the music teacher. GarageBand, though, is very useable for those who have disabilities. I know that not all parents, however, will be able to send children with disabilities to the Cleveland Music School Settlement for this type of training and therapy. Because of this, I think it’s important for educators to seek out resources such as this volunteer opportunity so that they are prepared to help those with special needs who find themselves in our public school classroom. I am convinced that music has tremendous healing power and I look forward to learning more about music therapy and assistive music technology as I begin my profession.