History and Uses of Music History and Uses of Music Education for Children Education for Children

Who Are Hearing ImpairedWho Are Hearing Impaired

Theresa L. KestnerTheresa L. Kestner

Central Institute for the DeafCentral Institute for the Deaf

20012001Advisor: Pam ZacherAdvisor: Pam Zacher

IntroductionIntroduction

Music is “many-sided in its effect on the Music is “many-sided in its effect on the human body. It is a medium of outward human body. It is a medium of outward activity and inward experience; it relates activity and inward experience; it relates directly to speech and language, to directly to speech and language, to communication and thought, to bodily communication and thought, to bodily expression and dance, to a range of expression and dance, to a range of emotions, and to the perception and emotions, and to the perception and recognition of sound patterns and recognition of sound patterns and forms” (Robbins & Robbins, 1980).forms” (Robbins & Robbins, 1980).

HistoryHistory

1837, Lowell Mason1837, Lowell Mason1848, William Wolcott Turner & 1848, William Wolcott Turner &

David Ely BartlettDavid Ely Bartlett1877, NY School for the Deaf1877, NY School for the Deaf1802, Jean-Marc-Gaspard Itard1802, Jean-Marc-Gaspard Itard1923-1942, IL School for the Deaf1923-1942, IL School for the Deaf1988, Gaulladet University1988, Gaulladet University

Speech Skills (Rhythm)Speech Skills (Rhythm)

Research studies have focused on Research studies have focused on rhythm activities and perceptionrhythm activities and perception

Gives them an idea of rhythm, accent, Gives them an idea of rhythm, accent, and fluency; also helps coordination, and fluency; also helps coordination, poise and balancepoise and balance

Listening helps to stimulate and Listening helps to stimulate and strengthen ability to utilize residual strengthen ability to utilize residual hearing; lays foundation for rhythm of hearing; lays foundation for rhythm of languagelanguage

Teaching RhythmTeaching Rhythm

Nursery rhymes or dancingNursery rhymes or dancing

Percussion instruments based on Percussion instruments based on the Orff Methodthe Orff Method

Use entire bodies in many Use entire bodies in many rhythmic experiencesrhythmic experiences

Speech SkillsSpeech Skills(Singing & Pitch)(Singing & Pitch)

Used primarily for group recreation Used primarily for group recreation purposespurposes

Means for self-expression or as a Means for self-expression or as a means of improving speech & means of improving speech & language developmentlanguage development

Provides personal satisfaction and Provides personal satisfaction and a source of shared social pleasurea source of shared social pleasure

Improving Vocal AccuracyImproving Vocal Accuracy

Early vocal trainingEarly vocal trainingAppropriate models and feedback Appropriate models and feedback Structured practiceStructured practiceAdditional time with daily vocal Additional time with daily vocal

exercises and vocal ensemblesexercises and vocal ensemblesInstrumental accompanimentInstrumental accompanimentKodály hand signalsKodály hand signals

Speech Skills (Breath)Speech Skills (Breath)

Ability to copy breathing patterns Ability to copy breathing patterns easily when singing in a group easily when singing in a group under no pressureunder no pressure

Auditory SkillsAuditory Skills

Auditory training: to teach the complex Auditory training: to teach the complex task of listeningtask of listening

Can become rigid and highly structured, Can become rigid and highly structured, therefore, music is highly motivatingtherefore, music is highly motivating

Melodic aspects of language contain a Melodic aspects of language contain a great deal of informationgreat deal of information

Natural motivation to use residual Natural motivation to use residual hearinghearing

Social SkillsSocial Skills

Group music making promotes Group music making promotes “sharing, mutual attentiveness, “sharing, mutual attentiveness, responsibility to the group, and an responsibility to the group, and an enjoyable sense of partnership in enjoyable sense of partnership in activities that demand a activities that demand a cooperative effort for successful cooperative effort for successful accomplishment” (Robbins & accomplishment” (Robbins & Robbins, 1980).Robbins, 1980).

Participants/ProceduresParticipants/Procedures

30 oral and state schools for the 30 oral and state schools for the hearing impaired around the U.S.hearing impaired around the U.S.

Given approximately 3 weeks, Given approximately 3 weeks, after 2 weeks phone calls were after 2 weeks phone calls were mademade

24 were completed (80% return 24 were completed (80% return rate) - 12 oral & 12 staterate) - 12 oral & 12 state

CategoriesCategories

Music programs offeredMusic programs offered

Nature of instructorNature of instructor

Length of programLength of program

Age of studentsAge of students

Methodologies usedMethodologies used

Noted improvementsNoted improvements

Other programs offeredOther programs offered

Additional commentsAdditional comments

1. Do you provide a music 1. Do you provide a music program for your students?program for your students?

• • 67% oral schools67% oral schools

• • 42% state schools42% state schools

2. What is offered under 2. What is offered under your music program?your music program?

• • 69% dance or movement 69% dance or movement instructioninstruction

• • 54% instrumental instruction54% instrumental instruction

• • 54% vocal instruction54% vocal instruction

• • 31% music theory classes31% music theory classes

• • 38% other38% other

3. Who provides the instruction 3. Who provides the instruction for the music program?for the music program?

• • 54% teachers of the hearing 54% teachers of the hearing impairedimpaired

• • 23% regular education teachers23% regular education teachers

• • Music therapistMusic therapist

• • Dance instructorDance instructor

• • VolunteerVolunteer

4. How long have you offered 4. How long have you offered your music program?your music program?

• • 4 months to 165 years4 months to 165 years• • Typical length: 2 to 20 yearsTypical length: 2 to 20 years

5. What age of students 5. What age of students participate in the music participate in the music program?program?

• • 2 to 21 years2 to 21 years

6. Do hearing children 6. Do hearing children participate in the music participate in the music program?program?

• • 63% oral schools63% oral schools

• • 20% state schools20% state schools

7. What are the primary 7. What are the primary objectives of the music objectives of the music program?program?

• • 77% curriculum enrichment77% curriculum enrichment

• • 69% musical skills69% musical skills• 69% speech & auditory skills69% speech & auditory skills• 62% music appreciation62% music appreciation• 54% music performance54% music performance• 8% music composition8% music composition• 23% other23% other

8. Which teaching materials &/or 8. Which teaching materials &/or methodologies have been most methodologies have been most helpful?helpful?

• Dalcroze eurhythmicsDalcroze eurhythmics• Orff MethodOrff Method• General education music curriculaGeneral education music curricula• Folk dance materialsFolk dance materials• Nursery rhymesNursery rhymes• C.D.’s of various music typesC.D.’s of various music types• SMILE programSMILE program• Raffi’s musicRaffi’s music• Keyboard lessonsKeyboard lessons• Various instrumentsVarious instruments

9. Have you noticed a change in 9. Have you noticed a change in your students since starting your your students since starting your music program?music program?

• 64% auditory skills64% auditory skills• 64% social/emotional skills64% social/emotional skills• 55% speech skills55% speech skills• 27% academic performance27% academic performance• 23% other23% other

10. What other programs 10. What other programs do you offer?do you offer?

• 57% art57% art• 53% physical education53% physical education• 50% computers50% computers• 20% other20% other

11. Other comments11. Other comments Hearing impaired children should have Hearing impaired children should have

opportunities to enjoy and appreciate opportunities to enjoy and appreciate music just as their hearing age mates do.music just as their hearing age mates do.

I find our deaf children (like most people) I find our deaf children (like most people) respond to music through hearing, yes, but respond to music through hearing, yes, but mostly they respond to something that mostly they respond to something that happens inside, in their hearts and feelings.happens inside, in their hearts and feelings.

Music is an integral part of our curriculum Music is an integral part of our curriculum and is used in daily classroom instruction and is used in daily classroom instruction as an important vehicle for language as an important vehicle for language development.development.

ConclusionsConclusions

Most effective way: have more Most effective way: have more successful music programssuccessful music programs

Parents: enthusiastically support Parents: enthusiastically support musicmusic

Educators: mixed attitudesEducators: mixed attitudesProfessionals: already made Professionals: already made

changes, now need to include changes, now need to include children who are hearing impairedchildren who are hearing impaired