Matosevic - Pip 2019

Making the Music Classroom Accessible for Students with ASD
Professional Inquiry Project

Jennifer Matosevic
PSIII - Fall 2019
Professional Inquiry Project, Fall 2019
Jennifer Matosevic, 001172951
Table of Contents
Professional Inquiry Project Rationale – pg. 3
Professional Inquiry Project Research – pg. 4
Stage 1: Desired Results – pg. 11
Stage 2: Assessment Evidence – pg. 13
Unit Plan Grid Organizer – pg. 14
Lesson Plan Summaries – pg. 16
Video Resources – pg. 30
Appendix – pg. 32
References – pg. 34
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Professional Inquiry Project Rationale
As I began my Professional Semester III, I put a lot of thought into what I wanted to
research for this Professional Inquiry Project; I wanted to find a true need at my school so that I
could create something that would be beneficial. In the early weeks of the school year, a request
was made of my music teacher mentor to facilitate a music class for the students with Autism
Spectrum Disorder at the school; there are two classes dedicated to teaching students with ASD
at Rosslyn. After this request was made, I realized that this was an activity that I really wanted
to be involved in and my teacher mentor passed the responsibility of planning and facilitating
this music class to me. It has been an absolutely incredible learning opportunity. It was in this
class that I realized that this was a subject that I was really interested in learning more about and
would fill a need in the school community if I could create a blueprint for how to teach a music
class to students with ASD.
In my Professional Inquiry Project, I am going to present the information that I learned in
my research, suggest some strategies specific to music performances and the music classroom,
and present a potential unit plan. As I have interacted with the students, one of the most
important aspects that I have learned is that each student with ASD is completely unique and that
there is not one “cookie-cutter” plan that would work for all teachers in a similar context.
Therefore, it is my hope that the plan I create can be adapted to best fit the teacher’s and the
students’ needs if utilized in the future.
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Professional Inquiry Project Research
Introduction
Throughout their time in the education system, students will face countless challenges
both academic and personal. For students diagnosed with Autism Spectrum Disorder, the
amount of challenges increases greatly and is dependent on their context. Autism Spectrum
Disorder, or ASD, is characterized through of a variety of different symptoms or challenges
including “challenges with social skills, repetitive behaviours, speech and nonverbal
communication, as well as unique strengths and differences.” (“What is Autism,” 2019) There is
not a single way that ASD appears in people, instead for each person it is unique, which is why
this disorder is has a spectrum that accompanies it. The fact that every person with autism is
could have different symptoms presents a challenge for teachers as they accommodate for their
student’s needs in the classroom; this is especially true in the music classroom. Taking part in
music education often has countless benefits for students with ASD, however it is important that
the music educator is informed in beneficial practices for these students. The primary goal of the
research in this paper and the attached unit plan is to ensure that this is the case so that everyone
in the music classroom will have a positive musical experience.
Music and Autism
Music, like other forms of art, provides an additional form of communication. In fact, it
has even been described as “the language of feeling.” (“Music and Autism, 2001) For some
students with ASD, verbal communication is difficult or not available to them. (“The Challenges
of Imitation with Autism Spectrum Disorders with Implications for General Music Education,”
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2014) Music can be a way to bridge that gap and become an effective way for students with
ASD to express how they are feeling.
Moreover, it has been found that many students with ASD are attracted and quite talented
with music. (“Teaching Music to Children with Autism,” 2009) For instance, Barry Kolman
discusses in his article, “Easing Autism with Music,” his experience of introducing and teaching
his daughter, who was diagnosed with ASD, to play the clarinet. Not only was she incredibly
successful at learning how to play the instrument, they also found that it helped confidence and
emotional growth in the school setting. (“Easing Autism with Music,” 2013) While participating
in private music lessons is not an option for all students, it is an option for them to participate in
music classes.
Music Therapy
There have been a number of instances where the use of music therapy was beneficial for
an individual with ASD. Music therapy is a technique that utilizes the “physical, emotional,
mental, social, aesthetic, and spiritual” facets of music to assist patient’s health. (“Music
Therapy,” 2013) This style of therapy is flexible, with the ability to offer individual or group
sessions, making it ideal for individuals with ASD because of the uniqueness that is associated
with the disorder. Moreover, since individuals with ASD often struggle with communication
music therapy provides a way for them to express themselves and truly be heard in a way that
more traditional methods do not offer.
In the Nordoff-Robbins approach to music therapy, children are encouraged to take part
in “a variety of percussive and melodic instruments, vocalization, expressive movement, and
dramatic play.” (“Nordoff-Robbins Music Therapy Approach,” 2019) This interactive approach
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to making music helps to “stimulate and develop self-awareness, self-regulation, communication,
creative expressing, and social interaction” in children with ASD. (“Nordoff-Robbins Music
Therapy Approach,” 2019) These previously mentioned techniques can be integrated into the
everyday music classroom. For example, an Instrument Petting Zoo activity, where the students
are allowed to interact and play a variety of instruments, would allow students with ASD to
experiment with classroom instruments. For the music educator, observing this activity would
allow them to see what instruments the students connect with, so that they can be incorporated
into future lessons. Another potential activity is to have the students vocalize or move
expressively to a variety of songs, some unfamiliar and some that they are familiar with. While
not every child with ASD will have access to music therapy, they have the potential to benefit by
interacting with teachers, peers, and others with ASD in a music classroom in a school setting.
By encouraging the behaviours listed above, music educators are providing a new way for
students with ASD to communicate and express themselves.
Teaching Strategies
There are several useful techniques that have the ability to create a positive learning
experience for both the students with ASD as well as their teachers. For example, utilizing
visual aids in the classroom so that the students have a clear understanding of the task, as well as
the order of events for the class. (“Teaching Music to Children with Autism,” 2009) These could
be displayed either on a whiteboard or a Smart Board to ensure that the students have a clear
view of them, and the images could either be created by the educator or found pre-made utilizing
an online resource. An additional technique relating to these classroom visuals, is the use of
videos in the classroom. Utilizing music videos or videos of live performances gives the
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students something to relate to and tangible to focus on as they are experiencing and playing
along with the music. In the music classroom, setting-up a predictable classroom routine, for
lessons as well as rehearsals, would greatly benefit all students. For some students with ASD,
moving into a new classroom for music can cause stress or anxiety; having a predictable
classroom routine will relieve some of that stress for the students and hopefully allow them to
enjoy the experience. Another potential teaching strategy is to utilize repetition. In the music
classroom, this technique is beneficial for all students and for students with ASD it provides the
additional reinforcement that they need in order to feel confident. A strategy that can be applied
to both a rehearsal or lesson instructions, is to explain all concepts and tasks with simplified
instructions. This strategy ensures that the students are focusing on the music techniques that are
being learned, and not on deciphering what the instructions for the activity are.
If a student with ASD becomes overwhelmed in the music classroom, it is useful to have
a plan in place. This could simply be giving the child a moment to calm down and then rejoin
the activities in the classroom. However, if the incident is more serious and a student needs to
leave the classroom, having a space prepared and ensuring that there is supervision for the
student would be an effective approach.
In the music classroom, a prominent strategy that is utilized in all levels and forms is
imitation. This technique presents a challenge for students with ASD. Within the symptoms that
are associated with the Autism Spectrum, one is difficulty with imitation whether that be in a
social or musical sense. (“The Challenges of Imitation with Autism Spectrum Disorders with
Implications for General Music Education,” 2014) An effective way for music teachers to work
with this is to provide a variety of opportunities for students with ASD to participate with
imitation in the classroom. (“The Challenges of Imitation with Autism Spectrum Disorders with
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Implications for General Music Education,” 2014) For instance, if a student struggles with vocal
imitation, ensure that there is an opportunity for them to attempt instrumental imitation later in
the lesson.
Some students with ASD struggle with gross and fine motor skills, which can provide
additional challenges for those students in music, especially when playing instruments or
movement is involved in the activities. (“The Challenges of Imitation with Autism Spectrum
Disorders with Implications for General Music Education,” 2014) While each student will
struggle with different movements, a way to ensure that students are involved and successful in
the music classroom is to have alternative instruments and movements available to them. For
example, Boom Whackers, pitched-tube percussion instruments, do not require a large amount of
fine motor skills to play and can be utilized by students to play a variety of different pieces.
Additionally, auxiliary percussion instruments, like maracas, tambourine, and bells, do not
require specific fine motors skills and often add an exciting element to the texture of the piece.
In terms of movement, often choreography can be simplified for all students to be successful. If
students with ASD are struggling with movement or choreography, a strategy that can be
employed is to give the students an object to incorporate into the movement. (“The Challenges of
Imitation with Autism Spectrum Disorders with Implications for General Music Education,”
2014) Some students with ASD, struggle to imitate movement or gesture and adding an object
will make the gesture more tangible to them and therefore easier to replicate. (“The Challenges
of Imitation with Autism Spectrum Disorders with Implications for General Music Education,”
2014)
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Performance Notes
An additional aspect of music that needs to be considered for students with ASD is how
to include them in the audience for musical performances. The typical musical performance
would be uncomfortable for these students with the loud noises, distracting lights, and
unexpected elements. The Theatre Development Fund, or TDF, has been working to make
Broadway performance accessible for people with Autism Spectrum Disorder since 2011. (“TDF
Autism Friendly Performances,” 2019) The TDF works with a variety of Broadway shows,
including The Lion King, Frozen, and Wicked to name a few, to offer a date where the
performance of the show would be tailored specifically so that people with ASD are able to
attend and enjoy the performance. Some of these alternations include the reduction of sudden
sounds or “strobe and spotlights that shine into the audience.” (“TDF Autism Friendly
Performances,” 2019) Additionally, the TDF ensures that unique resources are created for each
performance to assist in preparing the audience members for the performance they are attending.
(“TDF Autism Friendly Performances,” 2019) Lastly, if an audience member finds the
performance too overwhelming on the day they are attending, the TDF has a variety of break
areas available in case an audience member feels that they need to leave the performance. (“TDF
Autism Friendly Performances,” 2019)
The techniques that the TDF is utilizing on Broadway can be applied to school
performances as well. The school music and/or drama programs could tailor a specific
performance for the students with ASD to attend. In a music performance, sudden dynamic
changes could be played at a quieter level to make them less surprising. Additionally, ensuring
that the performance takes place in a space that has acoustic qualities that allow the sound to be
dampened (carpets, soundproofing curtains, etc.), so that the performance is on the quieter side.
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In a drama program, ensuring that any lighting utilized is not directed at the audience and any
sudden sound ques are lessened or omitted. Both music and drama, could create resources for
teachers to present to the students with ASD before attending the performance so that they are
prepared and well informed about what is going to occur throughout the performance. Lastly,
with both art forms, a teacher or educational assistant could be standing-by with a space outside
the performance prepared in case a student becomes overwhelmed and needs a break during the
performance. These adaptations are reasonably straight forward to apply to a performance and
ensure that the school arts program performances are accessible for all people to enjoy.
Conclusion
Ultimately, there are many different ways that music and music education benefit
students with ASD. Music gives these students a different way to communicate their thoughts
and emotions. Additionally, participating in music classes can assist with a student’s social
interactions with both their teachers and their peers. Utilizing both music therapy and various
teaching strategies, music educators can ensure that students with ASD, as well as everyone in
the classroom, have a positive experience. Additionally, ensuring that a school’s performances
are accessible for individuals and students with ASD, will allow the entire school community to
access and share in the hard work that has been done. Even though this has the potential to be
challenging due to the fact that ASD is a spectrum disorder, and every individual with ASD
exhibits different symptoms, it is important that these students have access to music education
that is tailored to them. Music is an artform that takes on many roles in an individual’s life, and
it is vital that it is accessible for everyone in the modern education system.
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Subject Area Elementary/General Music

Grade Level Junior High School
Unit Assessment Plan Topic Music Appreciation
Length of Unit 15 Days
Stage 1 – Desired Results

Established Goals (GLEs):
Through the elementary music program, students will develop:
• Enjoyment of music. (1)
• Self-expression and creativity. (4)
• Musical skills and knowledge. (5)
Understandings: Essential Questions:

Students will understand that… • How does music make you feel?
• Music is interwoven with human • Does listening to music change how you feel?
emotions. • What makes something musical?
• Different genres and styles of music can • How does rhythm affect music?
influence how you feel. • Is a melody always sung or played on the same
• There are a variety of different pitch?
techniques and aspects that are utilized • What does harmony add to the melody?
to make something “musical.” • How does changing the dynamics (volume level)
• Rhythm influences if a song is felt as of a song change how it makes you feel?
fast or slow. • What are the differences between the sounds an
• Melody is created through a variety of instrument makes and the sounds a human voice
different pitches. makes?
• Harmony adds texture to the melody • What kinds of songs make you feel like dancing?
line. • What are some ways that you can move to music?
• Changing the dynamics changes how the
music is perceived and how you feel.
• There is a distinct difference between
the human voice and instrumental
sounds, even though they both create
music.
• Music can make you feel like you want
to move or dance.
Prior understandings… Students will (SLEs)…

• No prior understandings are required for • Music may move to a steady beat. (Rhythm, 1)
this unit. • Music is made up of long sounds, short sounds
and silences. (Rhythm, 3)
Where does this lead? • Rhythm patterns can accompany melody.
• The primary goal of this unit is for (Rhythm, 6)
students to develop an appreciation of • Sounds may be high or low. (Melody, 1)
music. • Sounds are also in the middle. (Melody, 2)
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• If a student displays an exceptional • A sequence of sounds may move from low to

aptitude for music, this would lead to high, high to low, or stay the same. (Melody, 3)
more specific instruction on learning • Two or more sounds can occur simultaneously.
Orff instruments, singing, and general (Harmony, 1)
musical skills. • Melodies may be accompanied by harmony.
(Harmony, 2)
• Music can be organized into sections – alike or
different. (Form, 1)
• The beat in music may be fast or slow (tempo).
(Expression, 1)
• Music may be soft (p) or loud (f), dynamics.
(Expression, 2)
• Music may express our feelings. (Expression, 3)
• Distinguish among the sounds of common
musical instruments. (Listening, 4)
• Be an attentive member of an audience.
(Listening, 5)
• Respond to music through movement in an
individual manner. (Moving, 6)
• Explore the sound of various musical instruments.
(Playing Instruments, 1)
• Discover that some instruments play low notes
and some play high notes. (Playing Instruments,
3)
• Use instruments to create sounds of high-low,
loud-soft, slow-fast, short-long, up-down.
(Creating, 2)
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Stage 2 – Assessment Evidence

Pre-Assessment/Introducing Students to the Music Classroom
• For a pre-assessment, I would attempt to determine what musical styles the students are already
familiar with. If the students are verbal, I will simply ask them what their musical preferences were.
However, if the students are non-verbal, I will play a variety of different musical styles for them and
attempt to determine which ones they are most engaged with through observation.
Quizzes, Tests, Assignments Performance Tasks, Projects

N/A N/A
Other Evidence Student self-assessment

• Observation: Throughout the unit, N/A
observation will be utilized to determine
the student’s level of engagement and if
they are understanding the content.
• Dialogue: Throughout the unit, dialogue
will be utilized to determine the
student’s level of understanding of the
content.
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Unit Plan Grid Organizer

Unit Topic: Music Appreciation Grade Level: Junior High School Strand: Elementary/General Music
GLEs in full:
Through the elementary music program, students will develop:
• Enjoyment of music. (1)
• Self-expression and creativity. (4)
• Musical skills and knowledge. (5)
SLEs in full:
• Music may move to a steady beat. (Rhythm, 1)
• Music is made up of long sounds, short sounds and silences. (Rhythm, 3)
• Rhythm patterns can accompany melody. (Rhythm, 6)
• Sounds may be high or low. (Melody, 1)
• Sounds are also in the middle. (Melody, 2)
• A sequence of sounds may move from low to high, high to low, or stay the same. (Melody, 3)
• Two or more sounds can occur simultaneously. (Harmony, 1)
• Melodies may be accompanied by harmony. (Harmony, 2)
• Music can be organized into sections – alike or different. (Form, 1)
• The beat in music may be fast or slow (tempo). (Expression, 1)
• Music may be soft (p) or loud (f), dynamics. (Expression, 2)
• Music may express our feelings. (Expression, 3)
• Distinguish among the sounds of common musical instruments. (Listening, 4)
• Be an attentive member of an audience. (Listening, 5)
• Respond to music through movement in an individual manner. (Moving, 6)
• Explore the sound of various musical instruments. (Playing Instruments, 1)
• Discover that some instruments play low notes and some play high notes. (Playing Instruments, 3)
• Use instruments to create sounds of high-low, loud-soft, slow-fast, short-long, up-down. (Creating, 2)
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Music/Materials to be learned in the lesson:

• A variety of musical styles and genres, accessed through Spotify and Youtube
• How to effectively play an auxiliary percussion instrument.
• A Boom Whacker piece
Notes on the Unit:

• The text in blue are my annotations and include the activities that I included when I taught in my Professional Semester III practicum. They
are included only as suggestions and music for the Unit should be selected based on quality and relatability to the students.
• Not all of the activities listed in the Unit will work for all students. Adapt the Unit as needed to best fit the students that are in the music
classroom.
• Depending on the time of year that Unit is taught in, seasonal music could be included when new music is featured. (e.g., The Nutcracker at
Christmas)
• The curricular outcomes are stated to showcase the potential topics that the unit can cover, but it is not necessary to cover them all.
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Lesson Plan Summaries

Introduce SLEs: Learning Instructional Strategies/ Assessments and
Students to (Abbrev.) Objectives Methods/Activities/Resources Evaluation
Music
Classroom,
Day 1
GLE 1 • Introduce (B) students to • The primary focus of the first day is to • Dialogue (FA)
music and the music familiarize the students with the music • Observation (FA)
classroom (P) by having classroom. If students are comfortable
the students come to the being in the new, unfamiliar space, then
classroom and take part in proceed to the next activity.
the music class (M). • Begin to introduce the students to different
• Explore (B) a variety of kinds of music. It would be beneficial to
styles and genres of music begin with a genre or style that they are
(P) by watching and familiar with. Play a video with the songs
playing along with videos played, so that there is a visual component
(M). to make it more accessible. (I began with a
video featuring well known guitar solos)
• If students are responding well to the
content, have them play along with the
videos with auxiliary percussion
instruments including maracas, hand-
clappers, and bells. (The program at my
practicum school supplied auxiliary
percussion instruments specifically for this
class that were durable and easily
replaced)
Welcome SLEs: Learning Instructional Strategies/ Assessments and

Song, Day 2 (Abbrev.) Objectives Methods/Activities Evaluation
Rhythm, 1; • Observe (B) the melody, • Introduce the students to a Welcome Song. • Dialogue (FA)
Melody, 3 lyrics, and rhythm of the This will incorporate an element of routine • Observation (FA)
Welcome Song (P) in class to the class. (The Welcome Song I
(M). utilized was Fanga Alafia, which can be
found in the References section)
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• Explore (B) a variety of • Continue to introduce the students to

styles and genres of music different kinds of music. Begin to expand
(P) by watching and the variety of genres and styles included in
playing along with videos the class time. (I began to introduce
(M). orchestral music in this lesson)
• If students are responding well to the
content, have them play along with the
videos with auxiliary percussion
instruments including maracas, hand-
clappers, and bells.
Dance Break SLEs: Learning Instructional Strategies/ Assessments and

Intro, Day 3 (Abbrev.) Objectives Methods/Activities Evaluation
Rhythm, 1; • Observe (B) the melody, • Sing the Welcome Song to the class. If • Dialogue (FA)
Melody, 3; lyrics, and rhythm of the students are able, invite them to sing • Observation (FA)
Moving, 6 Welcome Song (P) in class along.
(M). • Continue to introduce the students to
• Explore (B) a variety of different kinds of music. Begin to expand
styles and genres of music the variety of genres and styles included in
(P) by watching and the class time. Have them play along with
playing along with videos the videos with auxiliary percussion
(M). instruments including maracas, hand-
• Play (B) auxiliary clappers, and bells.
percussion instruments (P) *Activity should last approx.15 mins*
along with the pieces that • Introduce students to the “Dance Break.”
are being showcased in Invite the students to stand-up and dance
class (M). or move to the music; select upbeat music
• Explore (B) movement or that is familiar to the students.
dance (P) with the pieces *Activity should last approx. 10 mins*
that are being showcased • For the remainder of class time, have
in class (M). students continue to listen and play
auxiliary percussion instruments to
different genres and styles of music.
*Activity should last approx. 10 mins*
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Music SLEs: Learning Instructional Strategies/ Assessments and

Exploration, (Abbrev.) Objectives Methods/Activities Evaluation
Day 4
• Play (B) auxiliary clappers, and bells. (I began with classical
percussion instruments (P) music, like Haydn’s Surprise Symphony,
along with the pieces that Symphony No. 94)
are being showcased in *Activity should last approx.15 mins*
class (M). • Invite the students to stand-up and dance
• Explore (B) movement or or move to the music; select upbeat music
dance (P) with the pieces that is familiar to the students. (I utilized
that are being showcased popular songs, which can be found in
in class (M). Video Resources section)
• For the remainder of class time, have
students continue to listen and play
different genres and styles of music. (I
concluded with music that was familiar to
my students, like Disney songs)
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Dance SLEs: Learning Instructional Strategies/ Assessments and

Choreography (Abbrev.) Objectives Methods/Activities Evaluation
Intro, Day 5
• Play (B) auxiliary clappers, and bells. (I continued to
percussion instruments (P) showcase classical music.)
along with the pieces that *Activity should last approx.15 mins*
are being showcased in • Introduce students to some simple dance
class (M). choreography with a song that they are
• Explore (B) movement or familiar with to provide more organization
dance (P) with the pieces to the “Dance Break” activity. (I created
that are being showcased simple choreography to the song Happy by
in class (M). Pharrell Williams that included clapping,
jazz hands, and additional arm
movements.)
Film Music, SLEs: Learning Instructional Strategies/ Assessments and

Day 6 (Abbrev.) Objectives Methods/Activities Evaluation
Moving, 6 along.
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Welcome Song (P) in class • Continue to introduce the students to

(M). different kinds of music. Begin to expand
• Explore (B) a variety of the variety of genres and styles included in
styles and genres of music the class time. Have them play along with
(P) by watching and the videos with auxiliary percussion
playing along with videos instruments including maracas, hand-
(M). clappers, and bells. (I began to feature
• Play (B) auxiliary Film Music, mostly instrumental scores)
along with the pieces that • Invite the students to stand-up and dance
are being showcased in or move to the music; select upbeat music
class (M). that is familiar to the students. Include the
• Explore (B) movement or choreographed dance in this part of the
dance (P) with the pieces lesson.
that are being showcased *Activity should last approx. 10 mins*
in class (M). • For the remainder of class time, have
Movie SLEs: Learning Instructional Strategies/ Assessments and

Musicals, Day (Abbrev.) Objectives Methods/Activities Evaluation
7
• Play (B) auxiliary clappers, and bells. (I continued to feature
percussion instruments (P)
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along with the pieces that Film Music, but added a variety of
are being showcased in Musicals)
class (M). *Activity should last approx.15 mins*
• Explore (B) movement or • Invite the students to stand-up and dance
dance (P) with the pieces or move to the music; select upbeat music
that are being showcased that is familiar to the students. Include the
in class (M). choreographed dance in this part of the
lesson.
Boom SLEs: Learning Instructional Strategies/ Assessments and

Whackers, (Abbrev.) Objectives Methods/Activities Evaluation
Day 8
(M). • Introduce students to Boom Whackers.
• Explore (B) a variety of (pitch percussion tubes that are played by
styles and genres of music gently hitting them on your hand, lap or
(P) by watching and the floor.) For this initial class, simply
playing along with videos have the students play along with the
(M). genres and styles showcased in class to
• Play (B) Boom Whackers ensure that students are comfortable with
(P) along with the pieces the instrument. (I had the students play
that are being showcased along with videos of ensembles playing
in class (M). well known pieces with Boom Whackers.)
• Explore (B) movement or *Activity should last approx.15 mins*
dance (P) with the pieces • Invite the students to stand-up and dance
that are being showcased or move to the music; select upbeat music
in class (M). that is familiar to the students.
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Disney on SLEs: Learning Instructional Strategies/ Assessments and

Broadway, (Abbrev.) Objectives Methods/Activities Evaluation
Day 9
(M). instruments (maracas, hand-clappers, and
• Play (B) auxiliary bells) and Boom Whackers to continue to
percussion instruments (P) familiarize the students with the
along with the pieces that instrument. (I focused on Disney movies
are being showcased in that were also Broadway musicals. I
class (M). showed students the excerpts from the
• Explore (B) movement or movies as well as performances from the
dance (P) with the pieces Broadway musical.)
that are being showcased *Activity should last approx.15 mins*
in class (M). • Invite the students to stand-up and dance
or move to the music; select upbeat music
that is familiar to the students. Include the
choreographed dance in this part of the
lesson.
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Boom SLEs: Learning Instructional Strategies/ Assessments and

Whacker (Abbrev.) Objectives Methods/Activities Evaluation
Piece, Day 10
• Play (B) auxiliary clappers, and bells. (I showed students an
percussion instruments (P) excerpt from an orchestral performance of
along with the pieces that various Pixar Film scores.)
are being showcased in *Activity should last approx. 5 mins*
class (M). • Depending on the level of students,
• Practice (B) accurate introduce a basic piece that utilizes Boom
ensemble melody and Whackers. It would be beneficial for the
rhythm (P) in the Boom piece chosen to have a melody that the
Whacker piece (M). students will recognize. These will require
• Explore (B) movement or the students to work together as an
dance (P) with the pieces ensemble and play the Boom Whackers at
that are being showcased individual times. Some example pieces
in class (M). can be found in the Appendix.
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• Invite the students to stand-up and dance

choreographed dance in this part of the
lesson.
Disney on SLEs: Learning Instructional Strategies/ Assessments and

Broadway, (Abbrev.) Objectives Methods/Activities Evaluation
Day 11
(M). instruments (maracas, hand-clappers, and
• Play (B) auxiliary bells) and Boom Whackers. (I continued to
percussion instruments (P) focus on Disney movies that were also
along with the pieces that Broadway musicals. I showed students the
are being showcased in excerpts from the movies as well as
class (M). performances from the Broadway
• Practice (B) accurate musical.)
ensemble melody and *Activity should last approx.15 mins*
rhythm (P) in the Boom
Whacker piece (M).
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• Explore (B) movement or • Continue to practice the Boom Whacker

dance (P) with the pieces piece. It would be beneficial for the
that are being showcased students to sit in “scale order” or from
in class (M). lowest to highest Boom Whacker. Some
elements to practice include: correcting
any mistakes in the melody, correcting any
mistakes in the rhythm, ensuring that all
the parts of the piece fit together as a
whole, etc.
that is familiar to the students. If students
are having success with the first
choreographed dance, introduce a second
one. The movements should coordinate
with the rhythm of the song selected.
Jazz in Film, SLEs: Learning Instructional Strategies/ Assessments and

Day 12 (Abbrev.) Objectives Methods/Activities Evaluation
clappers, and bells. (I showed the students
25
• Play (B) auxiliary an excerpt from a Film that showcased a

percussion instruments (P) Big Band performance)
along with the pieces that *Activity should last approx.15 mins*
are being showcased in • Continue to practice the Boom Whacker
class (M). piece. It would be beneficial for the
• Practice (B) accurate students to sit in “scale order” or from
ensemble melody and lowest to highest Boom Whacker. Some
rhythm (P) in the Boom elements to practice include: correcting
Whacker piece (M). any mistakes in the melody, correcting any
• Explore (B) movement or mistakes in the rhythm, ensuring that all
dance (P) with the pieces the parts of the piece fit together as a
that are being showcased whole, etc.
in class (M). • Invite the students to stand-up and dance
choreographed dances in this part of the
lesson.
showed a different excerpt from the
orchestral performance of various Pixar
Film scores.)
New Orleans SLEs: Learning Instructional Strategies/ Assessments and

Jazz, Day 13 (Abbrev.) Objectives Methods/Activities Evaluation
(M).
26
• Explore (B) a variety of • Continue to introduce the students to

styles and genres of music different kinds of music. Begin to expand
(P) by watching and the variety of genres and styles included in
playing along with videos the class time. Have them play along with
(M). the videos with auxiliary percussion
• Play (B) auxiliary instruments including maracas, hand-
percussion instruments (P) clappers, and bells. (I showed the students
along with the pieces that an excerpt from a performance of the
are being showcased in Preservation Hall jazz band, from New
class (M). Orleans.)
• Practice (B) accurate *Activity should last approx.15 mins*
ensemble melody and • Continue to practice the Boom Whacker
rhythm (P) in the Boom piece. It would be beneficial for the
Whacker piece (M). students to sit in “scale order” or from
• Explore (B) movement or lowest to highest Boom Whacker. Some
dance (P) with the pieces elements to practice include: correcting
that are being showcased any mistakes in the melody, correcting any
in class (M). mistakes in the rhythm, ensuring that all
the parts of the piece fit together as a
whole, etc.
lesson.
Film scores.)
27
New Orleans SLEs: Learning Instructional Strategies/ Assessments and

Jazz, Day 14 (Abbrev.) Objectives Methods/Activities Evaluation
• Play (B) auxiliary clappers, and bells. (I played an additional
percussion instruments (P) excerpt from a performance of the
along with the pieces that Preservation Hall jazz band, from New
are being showcased in Orleans.)
class (M). *Activity should last approx.15 mins*
• Practice (B) accurate • Continue to practice the Boom Whacker
ensemble melody and piece. It would be beneficial for the
rhythm (P) in the Boom students to sit in “scale order” or from
Whacker piece (M). lowest to highest Boom Whacker. Some
• Explore (B) movement or elements to practice include: correcting
dance (P) with the pieces any mistakes in the melody, correcting any
that are being showcased mistakes in the rhythm, ensuring that all
in class (M). the parts of the piece fit together as a
whole, etc.
lesson.
28

Film scores.)
Performance SLEs: Learning Instructional Strategies/ Assessments and

and Wrap-up, (Abbrev.) Objectives Methods/Activities Evaluation
Day 15
(M). • To demonstrate all of the work done on
• Perform (B) accurate the Boom Whacker piece, have a small in-
ensemble melody and class performance of the piece that was
rhythm (P) in the Boom worked on. Depending on the student’s
Whacker piece (M). skill and confidence this could be for their
• Explore (B) a variety of regular classroom teacher and a few other
styles and genres of music staff members or for a few of the other
(P) by watching and music students in the school. If students
playing along with videos are not comfortable doing any kind of
(M). performance, then have them to continue
• Play (B) auxiliary to practice the piece.
along with the pieces that • Invite the students to stand-up and dance
are being showcased in or move to the music; select upbeat music
class (M). that is familiar to the students. Include the
• Explore (B) movement or choreographed dances in this part of the
dance (P) with the pieces lesson.
that are being showcased *Activity should last approx. 10 mins*
in class (M). • For the remainder of class time, have
29
Video Resources
Disney on Broadway
• “The Circle of Life” – The Lion King:
https://www.youtube.com/watch?v=ewOAsUWQJvo
• “Friend Like Me” – Aladdin: https://www.youtube.com/watch?v=FpT94oylSaU
• “Arabian Nights” – Aladdin: https://www.youtube.com/watch?v=xGN8oZB6sFE
• “For the First Time in Forever” – Frozen:
https://www.youtube.com/watch?v=mHd8Ug4ljN4
• “Love is an Open Door” – Frozen:
https://www.youtube.com/watch?v=BinAEeZYvqc
• “Step in Time” – Marry Poppins: https://www.youtube.com/watch?v=1VNGIQ51aiw
Orchestral Performances
• "The Music of Pixar Live!:
https://www.youtube.com/watch?v=qxECsmXu2qA&t=348s
• “Godzilla Eats Las Vegas! – Eric Whitacre:
https://www.youtube.com/watch?v=lhF9aKAUdeY
• “The Nutcracker” – Tchaikovsky: https://www.youtube.com/watch?v=_Ofysvpgv7o
• “Symphony No. 94, Surprise” – Haydn:
https://www.youtube.com/watch?v=tF5kr251BRs
• “Four Seasons” – Vivaldi: https://www.youtube.com/watch?v=zzE-kVadtNw
Film Music/Musicals
• “A Cover is Not the Book” – Mary Poppins Returns:
https://www.youtube.com/watch?v=GNvV6N7veRs
• “Trip a Little Light Fantastic” – Mary Poppins Returns:
https://www.youtube.com/watch?v=oZ9WKQmcX2k
• “Let it Go” – Frozen: https://www.youtube.com/watch?v=L0MK7qz13bU
• “In Summer” - Frozen: https://www.youtube.com/watch?v=UFatVn1hP3o
• “How Far I’ll Go” – Moana: https://www.youtube.com/watch?v=cPAbx5kgCJo
• “Shiny” – Moana: https://www.youtube.com/watch?v=93lrosBEW-Q
• “You’re Welcome” – Moana: https://www.youtube.com/watch?v=79DijItQXMM
• “Where You Are” – Moana: https://www.youtube.com/watch?v=JB5i6kgkvCg
• “Under the Sea” – The Little Mermaid:
https://www.youtube.com/watch?v=GC_mV1IpjWA
• “Kiss the Girl” – The Little Mermaid: https://www.youtube.com/watch?v=TrRbB-
qUJfY
• “Circle of Life” – The Lion King: https://www.youtube.com/watch?v=GibiNy4d4gc
• “Lion King Medley” – The Lion King, Hans Zimmer Live Performance:
https://www.youtube.com/watch?v=-mQIRCUs0tc
30
Jazz Performances
• “Live on KEXP” – Preservation Hall Jazz Band:
https://www.youtube.com/watch?v=rj_E63fwtnM&t=290s
• Excerpt from “Swing Girls”: https://www.youtube.com/watch?v=ZDhLJeU455w
Dance Break Songs

• “Happy” – Pharrell Williams: https://www.youtube.com/watch?v=ZbZSe6N_BXs
• “Uptown Funk” – Mark Ronson, ft. Bruno Mars:
https://www.youtube.com/watch?v=OPf0YbXqDm0
• “Shake it Off” – Taylor Swift: https://www.youtube.com/watch?v=nfWlot6h_JM
• “You’ve got a Friend in Me” – Randy Newman:
https://www.youtube.com/watch?v=DNZUKm0ApEM
• “Paradise” – Coldplay: https://www.youtube.com/watch?v=1G4isv_Fylg
31
Appendix
Boom Whacker Pieces:
Boomwhacker Science. (n.d.). Retrieved November 5, 2019, from

https://www.createwebquest.com/ruthgurgel/boomwhacker-science.
32
Steph. (2016, January 1). Stay Tuned! Retrieved November 5, 2019, from
http://staytunedmusicteacher.blogspot.com/.
Moon. (2014, September 12). Lion King: Arts Enrichment K-4. Retrieved November 5,
2019, from http://dothanbrookschoolmusic.blogspot.com/2014/09/lion-king-arts-
enrichment-k-4.html.
33
References
Alberta Education (1989). Music (Elementary). Edmonton, Alberta: Alberta Education.

Retrieved from https://education.alberta.ca/media/482116/elemusic.pdf.
British Columbia Kodàly Society of Canada. (2014). Kodàly quotes. Retrieved from
http://www.bcksc.ca/kodaly-quotes
Boomwhacker Science. (n.d.). Retrieved November 5, 2019, from

https://www.createwebquest.com/ruthgurgel/boomwhacker-science.
Dunn, H., Coombes, E., Maclean, E., Mottram, H., & Nugent, J. (Eds.). (2019). Music
Therapy and Autism Across the Lifespan: A Spectrum of Approaches. London, UK:
Jessica Kingsley Publishers.
Fong, C. E. & Jelas, Z. M. (2010). Music education for children with autism in Malaysia.
Procedia – Social and Behavioural Sciences, 9, 70-75. Retrieved November 24, 2019,
from https://www.sciencedirect.com/science/article/pii/S1877042810022226
Graham, G. (2001) Music and autism. Journal of Aesthetic Education, 35(2), 39-47.
Guerrero, N., & Turry, A. (2019). Nordoff-Robbins music therapy approach: An expressive,
dynamic way to engage children with autism spectrum disorder. In Early Childhood
Music Therapy and Autism Spectrum Disorder (2nd ed., pp. 149–162). London, UK:
Jessica Kingsley Publishers.
Hourigan, R., & Hourigan, A. (2009). Teaching music to children with autism:
Understandings and perspectives. Music Educators Journal, 96(1), 40–45.
Kern, P., & Humpal, M. (Eds.). (2019). Early Childhood Music Therapy and Autism
Spectrum Disorder (2nd ed.). London, UK: Jessica Kingsley Publishers.
Kolman, B. (2013). Easing autism with music. The Education Digest, 78(8), 66-68.
Moon. (2014, September 12). Lion King: Arts Enrichment K-4. Retrieved November 5,
2019, from http://dothanbrookschoolmusic.blogspot.com/2014/09/lion-king-arts-
enrichment-k-4.html.
Music Therapy. (n.d.). Retrieved November 6, 2019, from

https://www1.cgmh.org.tw/intr/intr2/c3390/en/music-therapy.htm.
Scott, S. (2014) The challenges of imitation for children with autism spectrum disorders with
implications for general music education. National Association for Music Education,
34(2), 13-12.
34
Steph. (2016, January 1). Stay Tuned! Retrieved November 5, 2019, from
http://staytunedmusicteacher.blogspot.com/.
TDF Autism Friendly Performances. (n.d.). Retrieved November 6, 2019, from

https://www.tdf.org/nyc/40/Autism-Theatre-Initiative.
What is Autism. (n.d.). Retrieved November 6, 2019, from

https://www.autismspeaks.ca/about-autism/what-is-autism/.
Yannucci, L. (2019). Fanga Alafia: Songs & Rhymes from Nigeria. Retrieved October 1,
2019, from https://www.mamalisa.com/?t=es&p=3641.
35

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Making the Music Classroom Accessible for Students with ASD

Professional Inquiry Project

Professional Inquiry Project Rationale – pg. 3

Professional Inquiry Project Research – pg. 4

Stage 1: Desired Results – pg. 11

Stage 2: Assessment Evidence – pg. 13

Unit Plan Grid Organizer – pg. 14

Lesson Plan Summaries – pg. 16

Video Resources – pg. 30

Professional Inquiry Project Rationale

class to students with ASD.

In my Professional Inquiry Project, I am going to present the information that I learned in

students’ needs if utilized in the future.

Professional Inquiry Project Research

Disorder, or ASD, is characterized through of a variety of different symptoms or challenges

in the music classroom will have a positive musical experience.

Music and Autism

ASD to express how they are feeling.

more traditional methods do not offer.

in “a variety of percussive and melodic instruments, vocalization, expressive movement, and

to making music helps to “stimulate and develop self-awareness, self-regulation, communication,

students with ASD to communicate and express themselves.

student would be an effective approach.

Autism Friendly Performances,” 2019)

it is vital that it is accessible for everyone in the modern education system.

Subject Area Elementary/General Music

Stage 1 – Desired Results

Understandings: Essential Questions:

Prior understandings… Students will (SLEs)…

• If a student displays an exceptional • A sequence of sounds may move from low to

Stage 2 – Assessment Evidence

Quizzes, Tests, Assignments Performance Tasks, Projects

Other Evidence Student self-assessment

Unit Plan Grid Organizer

Music/Materials to be learned in the lesson:

Notes on the Unit:

Lesson Plan Summaries

Welcome SLEs: Learning Instructional Strategies/ Assessments and

• Explore (B) a variety of • Continue to introduce the students to

Dance Break SLEs: Learning Instructional Strategies/ Assessments and

Music SLEs: Learning Instructional Strategies/ Assessments and

Dance SLEs: Learning Instructional Strategies/ Assessments and

Film Music, SLEs: Learning Instructional Strategies/ Assessments and

Welcome Song (P) in class • Continue to introduce the students to

Movie SLEs: Learning Instructional Strategies/ Assessments and

Boom SLEs: Learning Instructional Strategies/ Assessments and

*Activity should last approx. 10 mins*

Disney on SLEs: Learning Instructional Strategies/ Assessments and

• For the remainder of class time, have

Boom SLEs: Learning Instructional Strategies/ Assessments and

• Invite the students to stand-up and dance

Disney on SLEs: Learning Instructional Strategies/ Assessments and

• Explore (B) movement or • Continue to practice the Boom Whacker

Jazz in Film, SLEs: Learning Instructional Strategies/ Assessments and

• Play (B) auxiliary an excerpt from a Film that showcased a

New Orleans SLEs: Learning Instructional Strategies/ Assessments and

• Explore (B) a variety of • Continue to introduce the students to

New Orleans SLEs: Learning Instructional Strategies/ Assessments and

showed a different excerpt from the

Performance SLEs: Learning Instructional Strategies/ Assessments and

Dance Break Songs

Boom Whacker Pieces:

Boomwhacker Science. (n.d.). Retrieved November 5, 2019, from

Activity should last approx. 10 mins