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| Autor/in | Smith, Corinne Roth |
|---|---|
| Titel | Adapting Piano Instruction to the Needs of Children with Learning Disabilities: Merging Research & Intervention. |
| Quelle | (1987), (38 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Aesthetic Education; Educational Principles; Elementary Education; Learning Disabilities; Mild Mental Retardation; Music Education; Music Reading; Program Development; Self Expression; Skill Development; Teaching Methods |
| Abstract | A music reading program was successful in teaching note reading in a nearly errorless fashion to one educable mentally handicapped and two learning-disabled piano students (aged 6-13). The program was based on principles extracted from the psychological and educational research literature and included the need to: (1) use symbols that catch children's attention; (2) match content to readiness level; (3) match methods to cognitive style; (4) adapt to uneven rates of learning; (5) match materials to gestalt scanning preferences; (6) match methods to vertical discrimination preferences; (7) incorporate motor reinforcement activities; (8) isolate hands and coordinate mirror movements; (9) plan for inhibitory motor movements; (10) distribute practice into short sessions at frequent intervals; (11) match timing to information processing speed; (12) match repetitions to students' practice needs; (13) avoid perceptual overloading; (14) teach self-verbalization as a learning strategy; (15) enhance motivation by use of individualized incentives; and (16) involve parents. The paper stresses the importance of encouraging instrumental instruction for handicapped children, in order to provide them with opportunities for self-expression and self-satisfaction, to avoid social isolation, and for integration with their culture's aesthetic experiences. (JDD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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