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The Heart of the Matter: Composing Music with an Adolescent with Special Needs

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Title: The Heart of the Matter: Composing Music with an Adolescent with Special Needs
Language: English
Authors: Bell, Adam Patrick
Source: International Journal of Education & the Arts. Jun 2008 9(9):1-36.
Availability: International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Peer Reviewed: Y
Physical Description: PDF
Page Count: 36
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Music Education, Music Activities, Musical Composition, Teaching Methods, Down Syndrome, Adolescents, Special Needs Students, Case Studies, Males, Creativity, Singing, Computer Uses in Education
ISSN: 1529-8094
Abstract: As a support worker for adolescents with special needs, I have found that they have few opportunities to play music. While previous research emphasizes that students with special needs can enjoy music in multiple capacities, little has been written about their ability to play, improvise, or compose. I employed a qualitative approach for this case study in which a 17-year-old male with Down syndrome attended two 40-minute music sessions a week over the course of three months with me as the researcher and musical accompanist. Video was used to document the teacher-learner experience as the participant explored collaborative improvising and computer-based recording. General suggestions are made for supporting adolescents with special needs in music.
Abstractor: As Provided
Number of References: 42
Entry Date: 2008
Accession Number: EJ800906
Database: ERIC
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  Data: The Heart of the Matter: Composing Music with an Adolescent with Special Needs
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  Data: As a support worker for adolescents with special needs, I have found that they have few opportunities to play music. While previous research emphasizes that students with special needs can enjoy music in multiple capacities, little has been written about their ability to play, improvise, or compose. I employed a qualitative approach for this case study in which a 17-year-old male with Down syndrome attended two 40-minute music sessions a week over the course of three months with me as the researcher and musical accompanist. Video was used to document the teacher-learner experience as the participant explored collaborative improvising and computer-based recording. General suggestions are made for supporting adolescents with special needs in music.
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      – SubjectFull: Adolescents
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