General Music Classrooms: Where Neurodiversity Meets Neurotypicality
Location
King Building 127
Document Type
Presentation
Start Date
4-27-2019 5:00 PM
End Date
4-27-2019 6:20 PM
Abstract
How do neurodiverse children engage with music? This Senior Capstone will explore both how music can break through the barriers holding autistic children back from interacting with the neurotypical world, and how creating a neurodiversity-inclusive classroom benefits the neurodiverse and neurotypical children in it. In this project, I will examine and implement pedagogical strategies for teachers with autistic and/or neurodiverse elementary-aged children in their general music classrooms. The implications of this research go beyond bringing more music into young autists lives: it explores the importance of giving autistic people a voice through integration in a neurotypical classroom, as well as showing their neurotypical peers just how much they bring to the table. In a controlled teaching environment, music can jump-start the process of giving young autistic people tools for self-advocacy that they can use throughout their lifetime.
Keywords:
pedagogy, music education, music, neurodiversity, inclusive classrooms
Recommended Citation
McWhirter, Ryn, "General Music Classrooms: Where Neurodiversity Meets Neurotypicality" (04/27/19). Senior Symposium. 3.
https://digitalcommons.oberlin.edu/seniorsymp/2019/panel_23/3
Major
Musical Studies; Pre-Medicine
Advisor(s)
Jody Kerchner, Music Education
Justin Crowley, Premedical Program Director
Project Mentor(s)
Jody Kerchner, Music Education
Kathryn Metz, Ethnomusicology
April 2019
General Music Classrooms: Where Neurodiversity Meets Neurotypicality
King Building 127
How do neurodiverse children engage with music? This Senior Capstone will explore both how music can break through the barriers holding autistic children back from interacting with the neurotypical world, and how creating a neurodiversity-inclusive classroom benefits the neurodiverse and neurotypical children in it. In this project, I will examine and implement pedagogical strategies for teachers with autistic and/or neurodiverse elementary-aged children in their general music classrooms. The implications of this research go beyond bringing more music into young autists lives: it explores the importance of giving autistic people a voice through integration in a neurotypical classroom, as well as showing their neurotypical peers just how much they bring to the table. In a controlled teaching environment, music can jump-start the process of giving young autistic people tools for self-advocacy that they can use throughout their lifetime.
Notes
Session VII, Panel 23 - Music | Education
Moderator: Jody Kerchner, Professor of Music Education and Director of the Division of Pedagogy, Advocacy, and Community Engagement