Example of an adaptive Piano Instruction Session
When Evan, who has Pervasive Development Disorder, comes into the studio, we start with the large djembe drum. We beat responsively, as we say hello to each other, ask and answer questions such as "How are you today?" We also echo each other's rhythm patterns on the drum, each of us taking turns leading and following the other.
The above way of starting the lessons helps Evan to feel comfortable and settle into the lesson in a relaxed way. Then we go to the piano, where we begin with a review piece he has practiced that week. After receiving positive feedback about his playing (and patient, encouraging help for improvement if needed), we begin a new skill, which is often introduced through a musical game and/or manipulative materials. For example, when learning the musical alphabet, Evan arranged the letters on a magnetic board, jumped on keys (indicated by the teacher via their letter names) on a musical, floor keyboard and then played a "hopping" song on specific keys with his fingers at the piano.
After learning a new skill ( eg. the letters of the musical alphabet as described above), Evan made up his own song by improvising with the teacher. The teacher plays a part that structures the music for him, while Evan plays any keys in any rhythm. Sometimes he gives titles to his own songs and expresses himself vividly with both words and music.
Before our time together is over, Evan chooses a favorite activity to end the lesson. He likes to jam on the bass drum and cymbal, and often invites his Dad (who stays in our pleasant waiting room) to join us in playing music together. Evan often comments "Great Music" as we say good-bye.