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Association: Name: ISME World Conference and Commission Seminars URL: http://www.isme.org/
Citation: URL: http://citation.allacademic.com/meta/p402647_index.html Direct Link: HTML Code:

McCord, Kimberly. "Improvisation as Communication in Students with Autism" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, Aug 01, 2010 <Not Available>. 2013-05-19 <http://citation.allacademic.com/meta/p402647_index.html>

McCord, K. , 2010-08-01 "Improvisation as Communication in Students with Autism" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China Online <APPLICATION/PDF>. 2013-05-19 from http://citation.allacademic.com/meta/p402647_index.html

Publication Type: Full Paper Review Method: Peer Reviewed Abstract: Students with autism present challenges to general music teachers with inclusive music classrooms. Many times typical students perform, compose and improvise with others in the class but students with autism are difficult to engage or at best marginally participate. This narrative inquiry paper will explore the stories of one student who has a disability that impacts his ability to expressively communicate and connect with peers. Jared is in fifth grade and used Orff instruments. All classes were videotaped and transcribed with data entered into NVIVO with coding to identify any behaviors that identify communication through improvisation. Gertrud Orff (Orff, 1980, 1989) wrote about the possibilities of using call and response improvisation as a way to engage autistic children with others. She developed Orff Music Therapy and a prescribed sequence for use with children with autism. Voigt (2002) implemented Orff Music Therapy with a three year old with severe autism. In the first session the student would not make eye contact or engage in a variety of musical activities such as playing a drum, singing or dancing. By the seventeenth session the child was engaged in call and response playing on the piano with the therapist making eye contact between musical episodes. Music therapists have been using Gertrud Orff’s teaching strategies for almost fifty years with students who have autism and other communication disabilities. I based my work with Jared on strategies Orff used in music therapy. Jared engaged in call and response with his peers but would make eye contact only with the teacher. Although his improvisations incorporated swing feel and were the correct number of bars long, he did not connect his responses to his peer’s calls. Most students with autism will not initially respond and in Gertrude Orff’s research it took many sessions for children to learn to listen and communicate with others.

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