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<TITLE>Re: [Smt-talk] Opportunities for autistic musician?</TITLE>
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<FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14.0px'>Dear Karen: I have written an article called “Learning to Hear Autistically” in the recent collection “Sounding Off: Theorizing Disability in Music” (which has many other excellent articles, including a couple on autism and perfect pitch as well as other musical abilities), and I would recommend the writings of Temple Grandin and Oliver Sacks, as well as the many in the references / notes in the book, and the website of the music theory interest group on disability: <a href="http://web.gc.cuny.edu/disabilityinmusic.">http://web.gc.cuny.edu/disabilityinmusic.</a> There are many online groups and information available. <BR>
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Autistic people have trouble with transitions, so the best thing is to prepare for any change or anything new way in advance, by talking about it in “social story” settings, laying out everything that will happen and especially telling the person what is expected of her/him. A structured environment is very helpful — with routines that lend stability and predictability to situations. I think you will find that little is beyond this young man, he just requires preparation beyond what we are used to, and a little more time to respond. <BR>
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Dave Headlam<BR>
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On 1/7/10 11:36 AM, "Karen De Mol" <Kdemol@dordt.edu> wrote:<BR>
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</SPAN></FONT><BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14.0px'>Dear SMT readers:<BR>
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I would appreciate suggestions to help me guide an autistic student. Here's our situation: <BR>
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We have among us a young man who could be called a high-functioning autistic person. He graduated from high school last spring, with much special education; he and his parents are interested in some sort of college work, and this past semester he was allowed to audit Music Theory I, to sing in a choir, and to take piano and voice lessons. He has a marvelous baritone voice, and does well in the choir and in voice lessons. In music theory, he did well through rudiments; his mind could easily handle factual material such as writing scales, identifying intervals, constructing triads, etc. However, he could not handle material that involves judgement calls, such as writing two-voice counterpoint or choosing simple chord progressions. Instead, he wrote song arrangements which he was hearing in his head; because he has perfect pitch, he could write them accurately. Some are lovely pieces; in fact, our choir sang one in its Christmas concert. However, what he hears and writes is how the piece stays; he could not handle making any compositional changes suggested by a teacher.<BR>
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He is a personable young man. We would all so like to help him to use his musical gifts, and to develop them if possible. However, we can see that continuing music theory in a class setting won't work for him, and certainly general education college courses such as history and philosophy are beyond him. An actual college degree won't be an option for him.<BR>
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Can any of you suggest music opportunities for such a person, or means of learning, which we could suggest to help him use and develop his music in a happy and productive adulthood?<BR>
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with thanks,<BR>
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Karen A. DeMol<BR>
Dordt College<BR>
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</FONT><FONT FACE="Verdana, Helvetica, Arial">-- <BR>
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Dave Headlam<BR>
Professor of Music Theory<BR>
Joint Professor of Electrical Engineering<BR>
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Eastman School of Music<BR>
26 Gibbs St<BR>
Rochester, NY 14604<BR>
(585) 274-1568 office<BR>
dheadlam@esm.rochester.edu<BR>
<a href="http://theory.esm.rochester.edu/dave_headlam">http://theory.esm.rochester.edu/dave_headlam</a><BR>
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