Maritza Sadowsky, D.M.A.

“FESTIVAL of the MINDS” Arlington Public Schools Kenmore Middle School June 27, 2014 Maritza Sadowsky, D.M.A. “There are no completely disabled or highly gifted people. There are only individual dispositions toward receptive, reproductive and productive musicality.” It is natural to be d i f f e r e N t.

“The disabled person also does not live on bread alone but has the same right to enjoy life as the so-called normal or talented.” The right to participation. The right to have ACCESS to the world.

PURPOSE: to share classroom music activities for elementary children diagnosed with an Autism spectrum disorder (ASD) in grades K-5 who are in a self-contained classroom (SCC). • This is a dynamic and malleable presentation where your contributions are welcome!! • I have organized the materials for this workshop as follows: • overview of the music lesson plans format relevant to music concepts; • video of students’ performances in class • I have either created and/or adapted activities from different music curricula. • There are not many sources where one can find information on music lesson plans for children with ASD in a SCC. • These activities in this presentation can be used by music teachers who were not trained as music therapists and find themselves in the position of teaching children with ASD in a SCC. • It does not attempt to share music lesson plans to cure children who suffer from severe autism disorder through music intervention. • Participants will share music activities and will receive samples of music lesson plans used by myself.

Lesson Plan Prelude

SUGGESTION of a LESSON PLAN FORMAT • Greeting Song • Music Concept (WHAT-today we will learn about…) • Activities (HOW) • Wrap up / Comments • Resting • Line up

GREETING SONGS • Welcome to the Day • Hello, There • We Clap and Sing Hello • Gilly, Good Morning • Bonjour, mes Amis • Buenos Dias • Hey, Hello, Bonjour, Guten Tag

MUSIC CONCEPTS (WHAT) • Beat (pat the beat of a tune/song) • Rhythm (clap the word rhythm of a phrase/verse; clap word rhythm of the days of the week/months of the year, etc; read icons for 1 or 2 sounds to a beat; clap/tap 1 or 2 sounds to a beat; move to the strong beat; rhythm patterns associated with animals, flowers, etc); sending a rhythm (cordless phone); memory match • Melody (melodic patterns; signal to show aural recognition of high/low pitch; move body to match pitches heard; move hands with Curwen signs to show aural recognition of pitches like sol, mi, la, etc; clap the words); fill in the words for learning a new song; memory match • Harmony (melodic / rhythmic patterns); each person plays two boomwhackers; Where is Pumkpin? For monophony (melody only), homophony (melody and accompaniment), polyphonic (cannon) • Meter (skip to show aural recognition of a rhythm pattern for walk (tatatata), gallop (tati-tati-ta, etc); march to the beat of music in 2/4 or 6/8. • Dynamics (louder x softer, e.g. play/sing louder and softer) • Tempo (faster x slower) = use pictures of animals e.g. turtle x rabbit, etc and associate with the story, then play a fast tune x a slow tune; play/sing faster and slower) • Form (Round, AB, ABA, Rondo, and repeat sign; move to show same and different sections) • Pitch (higher x lower) • Solfege (sol-fa, Curwen Hand Signs) • Timbre (Tone Color, e.g. raise hands to show aural recognition of speaking/hum/shout/whisper) • Notation

OTHER CURRICULA • Multicultural • Interdisciplinary

TECHNIQUES – Students respond different for teaching methods. Lesson plans for children with autism must recognize that these children have specific needs that must be addressed. • Adaptation • Repetition • Motivation (e.g. welcome to the ‘night’) • Engaging – so they don’t feel like work • Visual Learners • Using manipulatives • Minimize distractions (squeak chair, light, sounds, etc) • Tapping into abilities (difficult using a pen, then use computer, etc) • Recognizing abilities (high x low function) • Instruments • Teach first Song, then add Body Percussion • Rewards (penny board) • Enjoyable (are we all having fun?) – the best way to keep children working at something is to make sure that they enjoy it!

ACTIVITIES (HOW): BODY AWARENESS • Head, Shoulders, Knees, and Toes • Whoops, Johnny (start with fingers/go in different directions/canon?) • Where is Thumbkin • Painting with brushes on body (back of each other) and air while listening to a tune-teacher signals to change the part of the body (short x long strokes)

ACTIVITIES (HOW): BOOKS & SOUND STORIES • Peter and the Wolf (show pictures, students pick up their own choice of instruments for the story; high and low) • The Wheels on the Bus • If You’re Happy and You Know It • Happy Birthday, Moon • Song Stories (with instruments) – based on their own ideas • Toy by Tom Paxtor’s • The Waterhole Book • Rain: rain-wind-thunder-lightning-sun-fog (add drawings for illustrations) • Swimmy • Make own story and add sounds (instruments) to it plus drawings; then pantomime the actions of the story • Life cycle of a frog: create a tune/song about it, add instruments

ACTIVITIES (HOW): CDs • Shenanigans • Greg & Steve • Dr. Jean • Jose Luiz Orozco • Amindon (New England dances and songs) • Putumayo • Musikgarten

ACTIVITIES (HOW): Celebrations • Halloween : “Adams Family theme”, “Danse Macabre”, etc • Thanksgiving : any Turkey stuff • Christmas : “Jingle Bells” (ostinato) • Halloween Flying Ghost • 100th day of school : “One zero zero” by Teresa Jennings http://www.musick8.com/html/current_tune.php?numbering=63&songorder=3

ACTIVITIES (HOW): Chants • AckaBacka • Bling, Blang/ Hammer with my Hammer (tap first on fist), Zingo, Zango/ Cutting with my saw (saw with hands) • Cobbler, cobbler (claves) • Crocodile, Crocodile from “Jammin’ in the Jungle” • Engine Number 9 (sand blocks) • Diddle, diddle, dumpling, my son John • Frog in the meadow/ can’t get him out/ take a little stick/ and stir him about (guiro) • See that silly (tatatata), ghost there (taataa), boo! I must (ta rest tata), see that …, then add clap and stamp, then add instruments • WabiSabi is a cat (Haiku and rhythm patterns) • Bee bee bumble bee

ACTIVITIES (HOW): Dances • Jump Jim Joe • Freeze Dance (with statues) • Seven Jumps • Limbo • Shoo Fly • Hokey Pokey • Rig-a-jig-jig • We are the Dinosaurs • There’s a beat on my feet • Here we go ‘round the Mulberry Bush • Wall Walk • Bow wow wow

ACTIVITIES (HOW): DVDs • Wonder Pets Save the Beetles • Wonder Pets Save the Nutcracker • Song of the South • Move It! by John Feierabend • Move It! 2 by John Feierabend • Aut-Aerobics • Peter and the Wolf (Disney version) • Snowman

ACTIVITIES (HOW): Games • Old Gray Cat • Simon Says (step on the treble clef; point to the whole note; play the drum;) • Bingo (Instrument) • Names: Wil-liam = tahtah; Paul = tah // make rhythm with students names • Musical Cotton Balls • Stop and Write (jump, when the teacher says a letter, they write it down) • Animal Antics (step on an animal picture, when the music start they act like the animal they are standing on) • The king’s egg is a …………… egg. • Counting game: ta=1; ta=1; rest tah = 1 2; rest resttah = 1 2 3 etc until ? • Shapes (walk on angled, curved, straight, spiral) • 8 Counts : 12345678 shape/1234567 shape/123456 shape/12345 shape/1234 shape/123 shape/12 shape/1 shape/shape shapeshape • I have (rhythm pattern “tatatata”, Who has ti-titahti-titah?

ACTIVITIES (HOW): Goodbye Songs • It’s time to say goodbye to Dr. “M” • Let’s wave goodbye together

ACTIVITIES (HOW): Instruments • William Tell Overture (with plastic plates) • The Adams Family • We will Rock you (ti-titah) • Beethoven’s 5th • Sousa’s “any” Marches • Trace the names of the instruments • Trace the design of the instruments • Classroom Instruments Bingo • Orchestra Instruments Bingo • Sort the Classroom Instruments by Families • Play Rhythm Patterns with Classroom Instruments • Rhythm Band Chart • Stop & Go • Drum x triangle (louder x softer) • Boomwhackers (harmony; hit, blow, shake, whip on the air, roll them on the floor, hit with hands, etc); Canoeing with Boomwhackers=sit in a canoe shape, put a cap on one of the ends of the Boomwhackers, paddle touching the lower leg, others make forest sounds; make connections with colored bells, scarves, colored balls, balloons, etc, but DON’T FOLLOW THE RHYTHM OF THE TUNE, FOLLOW THE ACTION.

ACTIVITIES (HOW): Instruments Cont. • Bells and cards • Cabasa: run it up and down child’s arm • Name the instrument and pick it among others • Honk (ta); rattle w/ maracas (ti-ti); crash (cymbals); beep beep w/ triangles (taataa) • Show pictures and they compose using instruments • Drumming: say 1 for RH and 2 for LH (“We like to play the djembe/triangle, etc) • ABC clappers – calls/plays a letter; calls/plays a shape; clap once, play the one clap once, etc • Listen, listen/ here I come/ someone special/ gets the drum • Poi Instrument from New Zealand to accompany Kia Ora • Make instruments: kazoo with toilette roll, cover top with paper and put an elastic band around it, and make a hole on the roll. • Create own instrument • Na Bahia tem, (tem temtem = with instruments)

ACTIVITIES (HOW): Listening • Peter and the Wolf • Listen and identify the sounds (Musikgarten)

ACTIVITIES (HOW): Movement (Locomotor) • Listen and Move • Do as I am Doing • Freeze Dance (statues, play drums) • Walk and stop • John Jacob Jingle… • Musical Chairs, line/space note chairs, treble/bass clefs chairs, etc • Play the drum = walk, play the maracas = run, etc • Grow into a shape/melt to the floor/rise/(complement shape of the partner)/locomotion through the space • Dance on the floor with objects, like books (tune: firebird) • Dance with your fingers • Dance to a tune and balance a ball on the head • Equilibrium- listen to a tune and dance to it while humming and holding a tube in between mouth and nose • Throwing a balloon/moving with scarves while listening to a calm tune • Moving with a stretchy band while listen to a stretchy tune • Walk with flowers while listening to Tchaikovsky • Keep the beat with a stick touching the ground while listening to a march, etc • Listening to any tune: everyone moves according to their own possibilities • Beer Coasters or dots: spread them on the floor, walk around while listening to a tune stepping, and without stepping, on the dots

ACTIVITIES (HOW): Movement (Non-Locomotor) • Row your Boat • Humpty Dumpty • C is for Cookie • Twinkle, Twinkle • Zip-a-dee-doo-dah • Hickory, Dickory, Dock • Pop! Goes the Weasel (with a cushion ball) • If you are Happy • B-i-n-g-o • Oh When the Saints • Johnny works with 1 hammer • Clap, clap, clap your hands • Stop and go • Clap = open door = maracas = walk = ti-ti (reverse) • Stomp = close door = drum = march = tah (reverse)

ACTIVITIES (HOW): Movement (Non-Locomotor) Cont • Monkey Rhythm from “Jammin’ in the Jungle” • Sally has a 1 friend, 1 friend, 1 friend, Sally has a 1 friend, Sally has 2, etc • Epo I tai tai E (http://www.youtube.com/watch?v=bicHR49Wf4Y) • Bao-ba-la-lao • Listen to a poem/make the shape of the last word of each phrase OR play the last word of each phrase on different instruments//sing the poem//move to it • Listen to a tune and draw to it • Move a blanket up and down while listening to a tune • Partner sit back-to-back/shoulder-to-shoulder and move back and forth, side to side, round and round • “My Paddle is Keen and Bright” = sit in a circle, hold on the RH, give to the neighbor on the right and collect from neighbor on the left. • Walk/act like a chosen animal • Follow the drum beat with a tennis ball

ACTIVITIES (HOW): Notation • Music alphabet (ABCDEFG) (clapping hands, etc) • Rhythm Syllables (sol-fa) • Space note/Line note (trace, game, put dots on space/line notes, jump on space notes and walk line notes, etc) • tatatata, etc… • tatatata (counting 1-2-3-4 and clap, stamp, play, etc, then the same with tah, instead of saying the numbers) • Rhythm Manipulatives • Visuals for tahti-ti: children pick up animal pictures and glue on index cards; e.g. bee=1 card, li-on= cut the card in half • Rain, Rain, go away (use water bottle spray) • Recognize Rhythm Patterns of Songs: Jingle bell, Old MacDonald, Hot Cross Buns, Mary had a Little Lamb, Twinkle Twinkle, Rain Rain • Staff Lines on the Floor • Quarter note = touch legs; half note = touch toes; quarter rest = touch nose; half note dot = arms out; whole note = stretch high (yawn) • Sharp = climb a step up; flat = climb a step down • Intervals: 2nd = 2 people, 3rd = 3 people, etc • Step and skip • Row the dice and clap the rhythm • Associate note values, rhythm with instruments • Adding and subtracting with note values on cards, e.g. Front of the card= note value, back of the card = numbers

ACTIVITIES (HOW):Other Materials • Lake Shore tablets • Stretchy Band

ACTIVITIES (HOW): Pitch exploration • Yarn • Flash Light • Pipe Cleaners • Clown • Vocal contours on cards, e.g. V, W, I, L, O, M, etc • Talk, hum, shout, whisper (this is my speaking voice, etc) • Glockenspiels—glissando sounds • Animal sounds (whale, dove, cat, cow) • Flying ghosts • Flying puppets • Bean bag • 3 bears • 3 pigs • Wiggle and Waggle

ACTIVITIES (HOW): Poems • The pale moon resting (ti-ri-ti-riti-ti) / on a foggy water (ti-ri-ti-riti-ti) /hear that SPLASH? (tahtahtah rest), a / frog’s jumped in (change the animal) (tahtahtah rest)

ACTIVITIES (HOW): Quiet Time • Greg & Steve - Resting • Meow

ACTIVITIES (HOW): Technology • Smart board activities • Drag notes to baskets • Associate fruits with rhythm: apple = ti-ti, plum = tah, etc • Pop balloons with right rhythm • Row the dice and clap the rhythm Alphabet Letters Vocal contours • Sound sorting (high x low, animal sounds, instruments) • www.smartexchange.com • Groovy Shapes • Record their voices • Record themselves • iPad apps (Garage Band, Blob Chorus, Follow Beat, Simple Solfege, Doodle Buddy, etc) • Amy Burns (http://musicroomburns.net/Amy_M._Burns.html) • You Tube • Elizabeth Collosimo activities • 3-line notation

REFERENCES and RESOURCESBooks: • Hammel, Alice M. & Hourigan, Ryan M. (2011). Teaching Music to Students with Special Needs. New York, NY: Oxford University Press. • Harris, Maureen (2009). Music and The Young Mind: enhancing brain development and engaging learning. Lanham, MD: Rowman & Littlefield Publishers and MENC • Kokaska, Sharen Metz (1974). Creative Movement for Special Education. Belmont, California: David S. Lake Publishers. • Lara, Linda ((2002). Special Music for Special Learners. Delaware Water Gap, PA: Shawnee Press, Inc. • Notbohm, Ellen (2005). Ten Things Every Child with Autism Wishes You Knew. Arlington, Texas: Future Horizons. • Ott, Pamela (2011). Music for Special Kids. London, England: Jessica Kingsley Publishers. • Sobol, Elise S. (2008). An Attitude and Approach for Teaching Music to Special Learners. Lanham, Marylan: Rowman & Littlefield Education. • Stokes, S., Wirkus-Pallaske, M., and Reed, P, (2000). Assistive Technology Tools and Strategies Resource Guide for Students with Autism Spectrum Disorder. Wisconsin Technology Institute • Stowe, Cynthia (2005). Understanding Special Education: a helpful handbook for classroom teachers. New York, NY: Scholastic Inc. • Warner, L., Lynch, S., Nabors, D. K., and Simpson, C. G. (2008). Themes for Inclusive Classrooms: Lesson Plans for Every Learner. Beltsville, MD: Gryphon House, Inc.

REFERENCES and RESOURCESCatalogs: • Enabling Devices (eneblingdevices.com) • Jessica Kingsley Publishers Catalog of Books and Resources on Autism, etc (jkp.com) • Mayer-Johnson Board Maker Studio (mayer-johnson.com) • Resources for Reading (abcstuff.com) • ToysRus Toy Guide for Differently-abled (Toysrys.com/Differently/Abled)

REFERENCES and RESOURCESCurricula: • S.T.A.R. Autism Support (strategies for teaching based on autism research)(starautismsupport.com) • Gameplan (visuals for clap, tap, snap, stamp) • Musikgarten • Kindermusik

REFERENCES and RESOURCESMusic Books with CDs: • “Jammin’ in the Jungle” by Denise Hollingworth

REFERENCES and RESOURCESWebsites: • www.autisminspitation.com • www.autism.lovetoknow.com/Lesson_Plans_for_Autistic_Children • www.arena.com • A to Z teacher stuff • Lesson Tutor • The Teacher’s Corner • Zac Browser • Positively Autism • Autism4Teachers • Autism Classroom • Alice Hammel, Amy and Ryan Hourigan • www.autismsciencefoundation.files.wordpress.com/2013/08/kids-music.jpg • www.udk-berlin.de/sites/musiktherapie/content/lehrende/prof_dr_karin_schumacher/index_ger.html • http://www.tonalismusic.co.uk/new_instruments.html (therapeutic instruments-the tonalisinstrumentarium) • www.mrsmiraclesmusicroom.com

Remember to: • Write your lesson plans BEFORE and AFTER. • Accommodate and modify “normal” lesson plans.

Reflections: • How do I get students to pay attention and stay on task? (besides) Engaging and involving students in legitimate curriculum activities. • Are my lesson plans focused on developing knowledge of musical concepts? • How do the students learn? • Modeling • Verbal explanation • Visual aides • Breaking down tasks • Multiple levels of sensory input (singing, playing, counting) • Physical interaction • Teaching with music and movement • Assessment: as a result of my teaching, the students will be able to ………….. • What does music do for children with an ASD?

Maritza Sadowsky, D.M.A.