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Examining experiences of teaching mu...

University of South Carolina., Music Education.

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Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies./
作者:	Griffith, Claire E.
面頁冊數:	64 p.
附註:	Adviser: Wendy H. Valerio.
Contained By:	Masters Abstracts International47-05.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1463997
ISBN:	9781109123302

Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies.
Griffith, Claire E.

Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies. - 64 p.

Adviser: Wendy H. Valerio.

Thesis (M.M.E.)--University of South Carolina, 2009.

I analyzed all for themes that were divided into three broad patterns (Patton, 2002). The broad patterns included: (1) Getting Started, Getting Frustrated, Getting Closer, (2) Learning to Change, and (3) Getting to Play.

ISBN: 9781109123302Subjects--Topical Terms:

1017808
Education, Music.

Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies.
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500 $a Source: Masters Abstracts International, Volume: 47-05, page: 2495.
502 $a Thesis (M.M.E.)--University of South Carolina, 2009.
520 $a I analyzed all for themes that were divided into three broad patterns (Patton, 2002). The broad patterns included: (1) Getting Started, Getting Frustrated, Getting Closer, (2) Learning to Change, and (3) Getting to Play.
520 $a The purpose of this qualitative case study was to examine my experiences of teaching music to a child with autism while using a Music Learning Theory-based intervention during informal music sessions that were infused with DIR/Floortime strategies. For the investigation I used the phases of heuristic research as defined by Moustakas (1990).
520 $a Participants were myself, Anthony, a 10-year-old boy with low-functioning autism, and Annabel, his mother. Data were collected during an initial interview with Annabel, followed by a five-week immersion period where I infused Anthony's weekly music sessions with DIR/Floortime strategies as directed by Annabel. I videotaped each music session with Anthony, Annabel and I discussed each session, and we kept diaries Annabel and I watched and discussed three videotaped music sessions together. Interviews and video footage were transcribed.
520 $a No findings in this study should be generalized due to the limited number of participants; however, certain implications may be ascertained from the experiences of the participants. Implications from this study include: (1) that modifying music learning strategies for children who seem to have overwhelming challenges is not a barrier to learning, but a joyful examination of music learning processes; (2) I feel that I was able to assuage Annabel's stress for 30 minutes at a time by engaging her son in music activities without requiring him to be correct; and (3) through my conversations with Annabel, I gleaned that the most important thing in the sessions was to allow Anthony to just "be".
520 $a After working with both Annabel and Anthony, I now feel like I know better what a child like Anthony might need from a music teacher like me. I also better understand what a parent of an exceptional child, like Annabel, might need. It seemed that it was very fulfilling for her to watch me interact with Anthony in a way that was very natural and personal.
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