The bond between the piano student and private instructor can be a very special one. For the student with a disability, this bond is often even more meaningful. Teachers can learn to adapt their teaching methodology to best fit the individual student's needs, create ways to motivate the child, respond to emotional swings, deal with behavioral issues and all the while work with the parents throughout this process.
Identifying Special Needs In The Private Studio
Students who do not learn by traditional teaching approaches or who are slower in responding to an approach may be referred to as having a learning disability. According to the Individuals with Disabilities Education Act, a student who sustains a "specific learning disability" is a student who has a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written. The term "specific learning disability" is one that is not applied without proper testing and evaluation by a qualified professional. Disabilities may be manifested in difficulties in cognitive, aural, verbal and physical functioning.
Student Challenges
Following is a list of challenges often exhibited by piano students with special needs:
* Difficulty remembering verbal instructions
* Trouble maintaining focus and attention
* Difficulty understanding printed material
* Trouble following directions and sequencing
* Difficulty in discerning musical notation
* Difficulty organizing their music and materials
* Difficulty self-evaluating and recognizing mistakes during practice
* High levels of anxiety
* Deficiency in memory
Common Physical And Cognitive Learning Disabilities By Category
Attention Deficit Disorder And Attention Deficit Hyperactive Disorder
Attention Deficit/Hyperactivity Disorder (ADHD) is considered one of the most common childhood neurological disorders. ADD and ADHD affect as much as 5 percent of the population, (1,2) Students with this disorder display symptoms such as an inability to concentrate for extended periods of time. They may also be impulsive and exhibit hyperactivity or a need to constantly move about.
Specific Challenges
* Difficulty attending to detail
* Inconsistency in following through with given directions
* Difficulty organizing tasks
* Undependable and often unsuccessful practice
* Resistant to sustained tasks perceived to be difficult
* Forgetful and easily distracted by extraneous stimuli
Pervasive Developmental Disorders:
Autism And Asperger's Syndrome
Pervasive Developmental Disorders (PDD) are characterized by disorders in social interaction, communication skills and the presence of stereotypical behaviors and interests. The autistic spectrum includes Asperger's and Rett Syndrome. Symptoms of these disorders vary greatly in degree. Students with PDD are often best suited to work with a music therapist; however, students who are diagnosed at the higher end of the spectrum may be successfully taught by the private piano teacher.
Specific Challenges
* Difficulty in communication, eye contact, and attention to task
* Respond best to structure; even small changes in the lesson format should be prepared for in advance, including changes in lesson day or place
* Frequently possess excellent auditory memory; may rely on the ear, rather than reading notation
* Learning of notation requires adapted approaches, combined with playing by ear
* Progress may be uneven, challenging the teacher's standard of excellence
* Demonstrate ritualistic behavior (like a preoccupation with the numbered pages in a music book; the fact that certain pieces begin with middle C, while others do not; the order of pieces played, and so on.)
Developmental Delay
Developmental Delay (DD) represents a range of students who are mildly to severely delayed in intellectual functioning, having an IQ below 70-75. Specific Challenges
* May be unable to learn traditional notation at a functional level
* May require major adaptations requiring the teacher to create materials
* Require repetition in learning experiences; however, may become bored and discouraged if material is not framed in a new experience
* Students may wish to perform what they hear played by other traditional learning students of the same age group
* Present lack of finger dexterity
* Difficulty comprehending complex mathematical concepts and their relationship to the rhythmic underpinnings of a piece
Assessing The Student
The piano instructor has several possible courses of action when approached to teach a student with a learning disability: 1) assess the student, then decide whether to teach or not teach; 2) refer the parent to a music therapist for an assessment; or 3) offer the parent a six-week plan, which includes a basic assessment with an evaluation of progress at the end of the period.
It is important that as much information as possible be gained about the student prior to the assessment lesson to ensure greater accuracy in evaluating basic skills. Demographic information (for example, age; placement in school; special behavioral, social or physical needs; reading level; contact information and so forth) may be obtained from the parent either verbally or on a Student Information Form (see Bonus Bytes).
The piano teacher may determine the parameters within which they choose to teach. A student who reads at age-level will be more likely to learn to read traditional music notation compared to a student with a significant reading disability. For this student, the instructor must be willing to invest time in adapting traditional techniques and materials for successful learning experiences. A student who is overly active, with difficulty concentrating, may need to have material taught in small segments that are repeated frequently. Students who present severe behavioral challenges may require a referral to a music therapist to acquire prerequisite behaviors for successful piano study.
The primary objectives for completing an assessment are to capture as much information as possible in order to decide whether or not to teach the student, as well as to gather information that will enable the instructor to teach more effectively. An assessment instrument will serve as a guide throughout the evaluative process and may be used periodically to evaluate progress (see Bonus Bytes). Categories assessed by the teacher may include:
* Behavioral/Social
* Academic/Cognitive
* Motor/Perceptual Functioning
* Basic Musical Skills
General Instructional Considerations And Recommendations
Most of us will never fully understand what it means to have a desire to learn and yet be hindered by a disability. In order to positively impact students with special needs, one must attempt to understand and appreciate the psychological, social and emotional strains of the learning process as they experience it. Following is a discussion of general instructional considerations and recommendations.
As previously stated, teaching students with disabilities requires much patience, time and understanding. For these students, many thoughtful and varied repetitions are what it takes to grasp a concept and learn a skill. The lesson becomes an experience in which both the teacher and the student learn, as the teacher becomes more creative in designing new and novel teaching strategies. One of the hallmarks of exemplary teaching is the ability to creatively adapt or generate materials based on the individual's specific needs. Furthermore, teachers will likely draw from multiple methods and supplementary materials to meet the student's needs.
Teachers must be prepared to modify their instructional approach and expectations for each student. Thus, standards of achievement and learning benchmarks must be established in a manner that is appropriate for individual students. Likewise, the instructor should strive to set reasonable and attainable goals and learning objectives with consideration given to the student's specific strengths and limitations.
Teachers of special needs students should develop a delivery style based on the student's learning style. Verbal instructions should be both concise and engaging. Rather than giving a long list of instructions, which can be overwhelming to the student, teachers should give one direction at a time. Furthermore, if a short series of instructions is given, it is advisable to ask the student to repeat the instructions aloud before attempting the task. Consistency is key. Always be very consistent with terminology or explanations. Students with learning difficulties can be easily thrown off track if they are given multiple ways to describe something. For example, if one is using a color-coding system of notation, be consistent. If blue equals a half note, it should always equal a half note.
When giving instructions, teachers must be certain the student is directing their full attention to the teacher or to the place in the music about which one is speaking. For students who have auditory difficulties, the teacher should speak clearly and slowly. One should attempt to sit so that the teacher can speak into the child's dominant ear. This can be discretely determined by asking the student, "Which ear do you put the phone to when speaking to your friends or family?"
Communication with parents is critical. It is advisable to discuss the child's progress openly and frequently with the parent. When speaking with the parent and child together, always first speak of the positive accomplishments. This will help the student develop a sense of self-worth. As a result, the student will begin to take ownership of their success and their studies. Sometimes conversations will be necessary when the student is not present. Involve parents as an integral part of the educational effort; encourage them to practice daily with their child and attend lessons. In the event that the parent's presence is distracting to the student, the parent may be asked to sit in an adjoining room where they can hear but not be seen.
Success for the student with special needs can be more evasive than for the traditional student. It is incumbent upon the teacher to set the special needs student up for success. Even small successes can be huge achievements and causes for celebration. Rote activities are encouraged, especially during the early stages of learning. This provides for immediate student success, granting the student ability to make music from the very outset. During each lesson, it is wise to always begin with something the student can successfully accomplish or demonstrate. For example, if the student is skilled at five-finger scales, start with these or ask the student to select what he wants to share first with the teacher. It will set a positive tone for the entire lesson. Indeed, encouragement and support throughout every stage of the learning process is critical.
Lessons should be planned so there are seamless transitions from one activity to the next, both in terms of experience-type, as well as student location in the room. Sometimes it can be difficult for students to make shifts in mental focus. Such transitions can be opportunities for physical activities such as cross-lateral movements or others "stress relieving" activities. Lessons should be rich in multi-sensory and eurhythmic activities. Learning tasks should be divided into small, attainable segments of progressive difficulty. The teacher must purpose to avoid overloading the student with new skills. To this end, only one or maybe two new skills or concepts during each lesson
The use of extrinsic incentives can help motivate a student through tasks that may be somewhat challenging. It is true that extrinsic incentives can motivate students with learning disorders. Therefore, it is wise to build into the lesson immediate concrete rewards using a point system or a chart by which to record successes. Attainment of a specific goal may then be reinforced by awarding special privileges such as playing a unique musical instrument found in the studio, recording a piece to take home or inviting a friend to come to a lesson. Always accompany these rewards with verbal praise, which in turn produces intrinsic motivation as tangible reinforcers are gradually removed.
Modifying The Learning Environment
It is particularly important to generate a warm and comfortable learning environment for the student with learning disabilities. The elimination of distractions can often make or break a lesson with a special needs student. For example, the teacher may use a correction fluid to cover up unnecessary clutter on the printed page. It is also advisable to remove any instruments from the room that will not be used during the lesson. Fluorescent lighting that emanates a high-pitched sound may also distract the student. Thus, natural or soft lighting can be both helpful and appreciated. Equally important is establishing for the student the expected sequence of events for the lesson. By discussing the schedule at the outset of the lesson, the student is more likely to be at ease. Additionally, allowing the student opportunities in the day's schedule to choose a piece or an experience will reinforce movement through the less preferred parts of the lesson.
Teaching Rhythm
Rhythm should initially be taught separately from pitch notation. Therefore, rhythm must first be experienced aurally and physically before a symbol and explanation is attached. A natural progression of instruction begins with sound, adds movement and is followed by the sign and definition. As is true with all students, rhythm should be experienced through eurhythmic activities such as walking, marching, tapping and clapping. With this said, teachers must be mindful of the student's physical or visual limitations. The use of rhythm instruments such as wood blocks, drums and tambourines adds a timbral element making learning rhythm more exciting. One must be aware of instruments that might generate excessive noise or high-pitched sounds. This is an especially important consideration for students with autism, who are frequently sound sensitive.
Teaching Music Reading And Notation
The challenged student may require significant time using pre-staff or partial staff systems. For certain students, an individualized approach to reading notation may need to be developed based on the student's needs and learning style. Students should be encouraged to read intervallically, directionally and relationally with reading reinforced by an assortment of creative drills, games and other activities. Students should be encouraged to utilize self-verbalization as a learning strategy. Such a strategy calls upon the student to verbally articulate what is happening in the score, such as "the melody moves up by step, now skips down and finally repeats." Memory and learning retention are strongly tied to the use of language to label what is seen and the actions required to respond to the symbol.
Many times the process for teaching music reading and notation is slower for the student with special needs, but may only require minor changes in methods or materials. The use of colors and shapes to distinguish each pitch/note on the staff can be particularly helpful. For example, stars may equal quarter notes while squares may equal half notes and so on. Adding texture to any medium stimulates additional sensations in the brain. For example, one might draw symbols on sandpaper then ask the student trace it with a finger while naming the symbol.
For some students it may be necessary to print letter/key names on labels and place on them on the corresponding keys on keyboard. Commercially available substances that do not harm the piano keys may be purchased to remove any residue left by tapes or stickers. When using colored stickers on relative keys on the keyboard, it is critical that the colors are consistent with those represented on the staff. It may also be of benefit to increase the size of notated music so students can physically place their fingers "on the line" or "on the space." This can be achieved by photocopying materials at expanded sizes. As discrimination between lines and spaces improves, one can gradually return to the use of normal sized notation.
The grand staff for the challenged student can appear overwhelming. Thus, moving gradually from pre-staff to partial-staff to grand staff is highly recommended. Large grand-staff floor mats are great instructional tools, which allow the student to walk on the lines and spaces (whole-body movement) while verbalizing their actions. The staff becomes a manageable entity and helps the child comprehend spatial relationships and directionality.
Student Practice
At the end of each lesson, assist the student in writing their assignment for the next lesson. If writing poses a challenge for the student, the teacher should print directions for them. Students should be asked to schedule their practice in consultation with their parent. Indeed, parental involvement during practice is especially critical for the student with special needs.
Distributed practice calls for short practice sessions at frequent intervals. Retention is greater in shorter learning segments. Additionally, frequent changes of activity may keep the mind more active and prevent boredom. Checklists that include assignment goals are appropriate for some students, giving them a sense of accomplishment after completing a task. In the lesson, the teacher must show the student how to use the checklist and give the student the opportunity to demonstrate how the checklist will be used at home. With all students, the primary goal of the teacher is to train students to become independent learners. Teachers must show students step-by-step strategies for how to practice effectively and efficiently.
Bonus BYTE
For a sample assessment form, resource list and other materials, go to www.mtna.org and click on the Bonus Bytes page under the Publications tab of the website.
Notes
(1.) http://www.addinformation.org/ statistics.html.
(2.) "How Many People Have ADHD? Attention deficit disorder (ADD ADHD)--in children and adults--is more common than you might have thought," ADDitude: Living Well With Attention Deficit, www.additudemag.com/adhd/article/ 688.html.
By Anita Louise Steele and Christopher Fisher, NCTM
Anita Louise Steele is associate professor and director of the music therapy program at Ohio University Steele holds degrees from Florida State University and the University of Kansas. She is a board certified music therapist.
Christopher Fisher, NCTM, is associate professor of piano, chair of the keyboard division and coordinator of group piano studies at Ohio University He is the author of Teaching Piano in Groups.
COPYRIGHT 2011 Music Teachers National Association, Inc.
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2011 Gale, Cengage Learning. All rights reserved.
http://www.thefreelibrary.com/Adaptive%2Bpiano%2Bteaching%2Bstrategies%253A%2Bfor%2Bthe%2Bphysically%2Band...-a0248333681
Identifying Special Needs In The Private Studio
Students who do not learn by traditional teaching approaches or who are slower in responding to an approach may be referred to as having a learning disability. According to the Individuals with Disabilities Education Act, a student who sustains a "specific learning disability" is a student who has a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written. The term "specific learning disability" is one that is not applied without proper testing and evaluation by a qualified professional. Disabilities may be manifested in difficulties in cognitive, aural, verbal and physical functioning.
Student Challenges
Following is a list of challenges often exhibited by piano students with special needs:
* Difficulty remembering verbal instructions
* Trouble maintaining focus and attention
* Difficulty understanding printed material
* Trouble following directions and sequencing
* Difficulty in discerning musical notation
* Difficulty organizing their music and materials
* Difficulty self-evaluating and recognizing mistakes during practice
* High levels of anxiety
* Deficiency in memory
Common Physical And Cognitive Learning Disabilities By Category
Attention Deficit Disorder And Attention Deficit Hyperactive Disorder
Attention Deficit/Hyperactivity Disorder (ADHD) is considered one of the most common childhood neurological disorders. ADD and ADHD affect as much as 5 percent of the population, (1,2) Students with this disorder display symptoms such as an inability to concentrate for extended periods of time. They may also be impulsive and exhibit hyperactivity or a need to constantly move about.
Specific Challenges
* Difficulty attending to detail
* Inconsistency in following through with given directions
* Difficulty organizing tasks
* Undependable and often unsuccessful practice
* Resistant to sustained tasks perceived to be difficult
* Forgetful and easily distracted by extraneous stimuli
Pervasive Developmental Disorders:
Autism And Asperger's Syndrome
Pervasive Developmental Disorders (PDD) are characterized by disorders in social interaction, communication skills and the presence of stereotypical behaviors and interests. The autistic spectrum includes Asperger's and Rett Syndrome. Symptoms of these disorders vary greatly in degree. Students with PDD are often best suited to work with a music therapist; however, students who are diagnosed at the higher end of the spectrum may be successfully taught by the private piano teacher.
Specific Challenges
* Difficulty in communication, eye contact, and attention to task
* Respond best to structure; even small changes in the lesson format should be prepared for in advance, including changes in lesson day or place
* Frequently possess excellent auditory memory; may rely on the ear, rather than reading notation
* Learning of notation requires adapted approaches, combined with playing by ear
* Progress may be uneven, challenging the teacher's standard of excellence
* Demonstrate ritualistic behavior (like a preoccupation with the numbered pages in a music book; the fact that certain pieces begin with middle C, while others do not; the order of pieces played, and so on.)
Developmental Delay
Developmental Delay (DD) represents a range of students who are mildly to severely delayed in intellectual functioning, having an IQ below 70-75. Specific Challenges
* May be unable to learn traditional notation at a functional level
* May require major adaptations requiring the teacher to create materials
* Require repetition in learning experiences; however, may become bored and discouraged if material is not framed in a new experience
* Students may wish to perform what they hear played by other traditional learning students of the same age group
* Present lack of finger dexterity
* Difficulty comprehending complex mathematical concepts and their relationship to the rhythmic underpinnings of a piece
Assessing The Student
The piano instructor has several possible courses of action when approached to teach a student with a learning disability: 1) assess the student, then decide whether to teach or not teach; 2) refer the parent to a music therapist for an assessment; or 3) offer the parent a six-week plan, which includes a basic assessment with an evaluation of progress at the end of the period.
It is important that as much information as possible be gained about the student prior to the assessment lesson to ensure greater accuracy in evaluating basic skills. Demographic information (for example, age; placement in school; special behavioral, social or physical needs; reading level; contact information and so forth) may be obtained from the parent either verbally or on a Student Information Form (see Bonus Bytes).
The piano teacher may determine the parameters within which they choose to teach. A student who reads at age-level will be more likely to learn to read traditional music notation compared to a student with a significant reading disability. For this student, the instructor must be willing to invest time in adapting traditional techniques and materials for successful learning experiences. A student who is overly active, with difficulty concentrating, may need to have material taught in small segments that are repeated frequently. Students who present severe behavioral challenges may require a referral to a music therapist to acquire prerequisite behaviors for successful piano study.
The primary objectives for completing an assessment are to capture as much information as possible in order to decide whether or not to teach the student, as well as to gather information that will enable the instructor to teach more effectively. An assessment instrument will serve as a guide throughout the evaluative process and may be used periodically to evaluate progress (see Bonus Bytes). Categories assessed by the teacher may include:
* Behavioral/Social
* Academic/Cognitive
* Motor/Perceptual Functioning
* Basic Musical Skills
General Instructional Considerations And Recommendations
Most of us will never fully understand what it means to have a desire to learn and yet be hindered by a disability. In order to positively impact students with special needs, one must attempt to understand and appreciate the psychological, social and emotional strains of the learning process as they experience it. Following is a discussion of general instructional considerations and recommendations.
As previously stated, teaching students with disabilities requires much patience, time and understanding. For these students, many thoughtful and varied repetitions are what it takes to grasp a concept and learn a skill. The lesson becomes an experience in which both the teacher and the student learn, as the teacher becomes more creative in designing new and novel teaching strategies. One of the hallmarks of exemplary teaching is the ability to creatively adapt or generate materials based on the individual's specific needs. Furthermore, teachers will likely draw from multiple methods and supplementary materials to meet the student's needs.
Teachers must be prepared to modify their instructional approach and expectations for each student. Thus, standards of achievement and learning benchmarks must be established in a manner that is appropriate for individual students. Likewise, the instructor should strive to set reasonable and attainable goals and learning objectives with consideration given to the student's specific strengths and limitations.
Teachers of special needs students should develop a delivery style based on the student's learning style. Verbal instructions should be both concise and engaging. Rather than giving a long list of instructions, which can be overwhelming to the student, teachers should give one direction at a time. Furthermore, if a short series of instructions is given, it is advisable to ask the student to repeat the instructions aloud before attempting the task. Consistency is key. Always be very consistent with terminology or explanations. Students with learning difficulties can be easily thrown off track if they are given multiple ways to describe something. For example, if one is using a color-coding system of notation, be consistent. If blue equals a half note, it should always equal a half note.
When giving instructions, teachers must be certain the student is directing their full attention to the teacher or to the place in the music about which one is speaking. For students who have auditory difficulties, the teacher should speak clearly and slowly. One should attempt to sit so that the teacher can speak into the child's dominant ear. This can be discretely determined by asking the student, "Which ear do you put the phone to when speaking to your friends or family?"
Communication with parents is critical. It is advisable to discuss the child's progress openly and frequently with the parent. When speaking with the parent and child together, always first speak of the positive accomplishments. This will help the student develop a sense of self-worth. As a result, the student will begin to take ownership of their success and their studies. Sometimes conversations will be necessary when the student is not present. Involve parents as an integral part of the educational effort; encourage them to practice daily with their child and attend lessons. In the event that the parent's presence is distracting to the student, the parent may be asked to sit in an adjoining room where they can hear but not be seen.
Success for the student with special needs can be more evasive than for the traditional student. It is incumbent upon the teacher to set the special needs student up for success. Even small successes can be huge achievements and causes for celebration. Rote activities are encouraged, especially during the early stages of learning. This provides for immediate student success, granting the student ability to make music from the very outset. During each lesson, it is wise to always begin with something the student can successfully accomplish or demonstrate. For example, if the student is skilled at five-finger scales, start with these or ask the student to select what he wants to share first with the teacher. It will set a positive tone for the entire lesson. Indeed, encouragement and support throughout every stage of the learning process is critical.
Lessons should be planned so there are seamless transitions from one activity to the next, both in terms of experience-type, as well as student location in the room. Sometimes it can be difficult for students to make shifts in mental focus. Such transitions can be opportunities for physical activities such as cross-lateral movements or others "stress relieving" activities. Lessons should be rich in multi-sensory and eurhythmic activities. Learning tasks should be divided into small, attainable segments of progressive difficulty. The teacher must purpose to avoid overloading the student with new skills. To this end, only one or maybe two new skills or concepts during each lesson
The use of extrinsic incentives can help motivate a student through tasks that may be somewhat challenging. It is true that extrinsic incentives can motivate students with learning disorders. Therefore, it is wise to build into the lesson immediate concrete rewards using a point system or a chart by which to record successes. Attainment of a specific goal may then be reinforced by awarding special privileges such as playing a unique musical instrument found in the studio, recording a piece to take home or inviting a friend to come to a lesson. Always accompany these rewards with verbal praise, which in turn produces intrinsic motivation as tangible reinforcers are gradually removed.
Modifying The Learning Environment
It is particularly important to generate a warm and comfortable learning environment for the student with learning disabilities. The elimination of distractions can often make or break a lesson with a special needs student. For example, the teacher may use a correction fluid to cover up unnecessary clutter on the printed page. It is also advisable to remove any instruments from the room that will not be used during the lesson. Fluorescent lighting that emanates a high-pitched sound may also distract the student. Thus, natural or soft lighting can be both helpful and appreciated. Equally important is establishing for the student the expected sequence of events for the lesson. By discussing the schedule at the outset of the lesson, the student is more likely to be at ease. Additionally, allowing the student opportunities in the day's schedule to choose a piece or an experience will reinforce movement through the less preferred parts of the lesson.
Teaching Rhythm
Rhythm should initially be taught separately from pitch notation. Therefore, rhythm must first be experienced aurally and physically before a symbol and explanation is attached. A natural progression of instruction begins with sound, adds movement and is followed by the sign and definition. As is true with all students, rhythm should be experienced through eurhythmic activities such as walking, marching, tapping and clapping. With this said, teachers must be mindful of the student's physical or visual limitations. The use of rhythm instruments such as wood blocks, drums and tambourines adds a timbral element making learning rhythm more exciting. One must be aware of instruments that might generate excessive noise or high-pitched sounds. This is an especially important consideration for students with autism, who are frequently sound sensitive.
Teaching Music Reading And Notation
The challenged student may require significant time using pre-staff or partial staff systems. For certain students, an individualized approach to reading notation may need to be developed based on the student's needs and learning style. Students should be encouraged to read intervallically, directionally and relationally with reading reinforced by an assortment of creative drills, games and other activities. Students should be encouraged to utilize self-verbalization as a learning strategy. Such a strategy calls upon the student to verbally articulate what is happening in the score, such as "the melody moves up by step, now skips down and finally repeats." Memory and learning retention are strongly tied to the use of language to label what is seen and the actions required to respond to the symbol.
Many times the process for teaching music reading and notation is slower for the student with special needs, but may only require minor changes in methods or materials. The use of colors and shapes to distinguish each pitch/note on the staff can be particularly helpful. For example, stars may equal quarter notes while squares may equal half notes and so on. Adding texture to any medium stimulates additional sensations in the brain. For example, one might draw symbols on sandpaper then ask the student trace it with a finger while naming the symbol.
For some students it may be necessary to print letter/key names on labels and place on them on the corresponding keys on keyboard. Commercially available substances that do not harm the piano keys may be purchased to remove any residue left by tapes or stickers. When using colored stickers on relative keys on the keyboard, it is critical that the colors are consistent with those represented on the staff. It may also be of benefit to increase the size of notated music so students can physically place their fingers "on the line" or "on the space." This can be achieved by photocopying materials at expanded sizes. As discrimination between lines and spaces improves, one can gradually return to the use of normal sized notation.
The grand staff for the challenged student can appear overwhelming. Thus, moving gradually from pre-staff to partial-staff to grand staff is highly recommended. Large grand-staff floor mats are great instructional tools, which allow the student to walk on the lines and spaces (whole-body movement) while verbalizing their actions. The staff becomes a manageable entity and helps the child comprehend spatial relationships and directionality.
Student Practice
At the end of each lesson, assist the student in writing their assignment for the next lesson. If writing poses a challenge for the student, the teacher should print directions for them. Students should be asked to schedule their practice in consultation with their parent. Indeed, parental involvement during practice is especially critical for the student with special needs.
Distributed practice calls for short practice sessions at frequent intervals. Retention is greater in shorter learning segments. Additionally, frequent changes of activity may keep the mind more active and prevent boredom. Checklists that include assignment goals are appropriate for some students, giving them a sense of accomplishment after completing a task. In the lesson, the teacher must show the student how to use the checklist and give the student the opportunity to demonstrate how the checklist will be used at home. With all students, the primary goal of the teacher is to train students to become independent learners. Teachers must show students step-by-step strategies for how to practice effectively and efficiently.
Bonus BYTE
For a sample assessment form, resource list and other materials, go to www.mtna.org and click on the Bonus Bytes page under the Publications tab of the website.
Notes
(1.) http://www.addinformation.org/ statistics.html.
(2.) "How Many People Have ADHD? Attention deficit disorder (ADD ADHD)--in children and adults--is more common than you might have thought," ADDitude: Living Well With Attention Deficit, www.additudemag.com/adhd/article/ 688.html.
By Anita Louise Steele and Christopher Fisher, NCTM
Anita Louise Steele is associate professor and director of the music therapy program at Ohio University Steele holds degrees from Florida State University and the University of Kansas. She is a board certified music therapist.
Christopher Fisher, NCTM, is associate professor of piano, chair of the keyboard division and coordinator of group piano studies at Ohio University He is the author of Teaching Piano in Groups.
COPYRIGHT 2011 Music Teachers National Association, Inc.
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2011 Gale, Cengage Learning. All rights reserved.
http://www.thefreelibrary.com/Adaptive%2Bpiano%2Bteaching%2Bstrategies%253A%2Bfor%2Bthe%2Bphysically%2Band...-a0248333681