Making Music Accessible for Every Child

Robert Owen Memorial Primary School is a mainstream primary with four supported classes (for children with Autistic Spectrum Disorder) situated in Lanark, South Lanarkshire. At our school equity and inclusion are a key part of every day school life. All children are fully included in learning and opportunities are provided with equity at the core: our ethos is that everyone should be given what they need, and be supported appropriately, to achieve success in their learning. So, I structure my music lessons with every pupil in mind, not to achieve just one or two learning intentions, but sometimes many individual targets for the differing abilities and needs in my class.

My role as expressive arts teacher takes me across all stages in the school and frequently one of our supported classes join the larger mainstream peer group. Of course, there are also differing needs and abilities within the mainstream group, however, many of the ASD strategies are suitable for all children.

Music is a great leveller with those who perhaps find other areas of the curriculum challenging. With music they can feel they are on a level playing field with their peers and really do find their voice. Music gives the children an identity and an opportunity to explore their own and other cultures. It breaks down barriers and opens up opportunities to learn in a different and active way.

When planning a lesson I take into account individuals, their skills, interests and needs, talking to their class teacher and support assistants and recognising that I have to be extremely flexible at all stages of the delivery of teaching and learning. Engaging children with autism sometimes involves tapping into their special interest, so often the music I select may reflect that or the visual supports may contain a character or symbol they can relate to. Sometimes it may just link to something else they are learning in class, as this can make them feel comfortable and familiar with the activity and opens their mind to the learning coming their way!

To reduce anxiety I provide a visual schedule which can be in writing or using Boardmaker visuals to communicate what is going to happen, when and with whom. Pupils with ASD feel safe with a visual schedule in place and if they are able to predict the structure of the lesson, the threat of the unknown is removed, stress reduced and tensions lowered providing a calmer learning environment. It is always handy to include a “change” card in the schedule for when interruptions happen or the lesson goes in a different direction! We always start each session with a welcome song we sing to each other which brings about interaction between the two classes and a familiarity which again reduces anxiety. Ear defenders also reduce stress for those with audio sensitivity and sitting mats allow individual pupils know exactly where they are going to sit (I have to remember the same place every week!).

With the differing needs and abilities in a group of around thirty, I set the learning intentions with a lot of consideration. The Scottish Curriculum for Excellence has four specific experiences and outcomes for music at early, first and second level (the equivalent of KS1 and KS2 in England and Wales), which are a set of clear and concise statements about children's learning and progression in music. I am very specific about which one is the focus and I vary the level according to ability. At this point I have also to consider the responsibility of all in numeracy, literacy and health and wellbeing. This sounds like an additional burden, but actually, this is where I can include children in learning that often reject or put up barriers in their usual classroom environment. So, songs about counting at early and first level can also have a numeracy target, looking for musical patterns in a pop song at second level in order to create their own relates to both literacy and numeracy etc. Music acts as a gateway to an alternative mode of transport for the children’s learning and it’s my job to make sure all vehicles are moving along smoothly and there are no traffic jams along the way!

Children love to be active and would rather be “doing” than sitting still and listening, so practical activities are important, whether it is using classroom percussion or moving and dancing whilst singing. Concrete learning is particularly important for children with ASD as transference of skills and creative thinking can be challenging. Do it, make a noise, see and hear where it comes from!

Assessing the children’s learning also requires a flexible outlook. The child that is not looking my way or sitting within the circle, perhaps not singing or clapping is not necessarily not listening or disengaged. I look for the smallest indication that shows me that they are achieving their target. This often happens when I’m “not looking” or playing silly teacher by purposely getting things wrong in order that they correct me or even from feedback from staff when they return to their class. Success criteria may also differ from child to child, perhaps it is simply holding the instrument correctly or working in a group that is the target, whilst for others it may be creating rhythmical patterns with the instrument and using ensemble skills to perform. Getting to know the children and their behaviours is key to building a relationship that can bring out the best in them, challenge them and promote a positive learning environment. Of course, our pupils love to share their musical skills and ideas with others through music and this often leads spontaneous performances in class or to the whole school. It’s not about discovering new talent here at Robert Owen, but helping children find their voice.

Finally, music should be a fun and happy way to expressive way of communicating ideas. In all the planning I always ask myself, but will this be fun? It has to be! For some children this can be a fantastic way of expressing themselves without the restrictions of language or the written word. Music is liberating and can bring us together making connections with others and their personal worlds they live in.