6/25/2017
Topic:
Tools and Strategies
Steven Murray
|
I have a student with autism who I've had in my orchestra class for two years now. He loves the class and wants to be able to play the violin well. One characteristic of his condition is that he focuses on his own playing and tends to block out what is going on in the rest of the room. The result is that he is often late or early in playing his part, with no apparent realization that he is not matching the rhythms of those around him. One of the best strategies I've found is to separate the class into sectionals and have peer-led rehearsal time with each group in a circle so they can see and hear each other. This has resulted in him being more aware of how he fits in.
In my high school chorus, I had two boys who had no pitch awareness at all. This, for me, is the most difficult to teach. However, I placed one strong singer close to these boys and decided to have much patience and give much encouragement to the section. Through student led sectionals and pitch matching exercises, soon I had a section of boys that were awesome! |
7/21/2017
Topic:
Tools and Strategies
Steven Murray
|
In the case of a violin student with autism, I plan to provide extra time to let him get his tasks done. Also, I have very good peer mentors that are willing to help him along the way. With the extra time and peer help, I believe he will have all the opportunity needed to be successful in learning violin. |