Improvisation as Communication: Students with Communication Disabilities and Autism Using Call and Response on InstrumentsReport as inadecuate




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Australian Journal of Music Education, n2 p17-26 2009

Students with communication disabilities present challenges to general music teachers with inclusive music classrooms. Typically, students perform, compose and improvise with others in the class, but students with physical disabilities that include communication difficulties or students with autism are left out or at best marginally participate. This paper explores the stories of three students who have disabilities that impact their ability to communicate. All three are elementary students in grades four through six. The students used instruments (both traditional and electronic) as a means for communicating musical ideas through improvisation. The three students were engaged in call and response improvisation in the jazz style.

Descriptors: Music Education, Communication Strategies, Creative Activities, Autism, Communication Disorders, Music Teachers, Inclusion, Mainstreaming, Profiles, Elementary School Students, Musical Instruments, Creativity, Student Participation, Teaching Methods, Pervasive Developmental Disorders

Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications[at]asme.edu.au; Web site: http://www.asme.edu.au





Author: McCord, Kimberly

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4632&id=EJ912419



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