The Charmed Dyad: Multimodal Music Lessons for Pupils with Severe or Multiple Disabilities

Autor/inn/en	Bremmer, Melissa; Hermans, Carolien; Lamers, Vincent
Titel	The Charmed Dyad: Multimodal Music Lessons for Pupils with Severe or Multiple Disabilities
Quelle	In: Research Studies in Music Education, 43 (2021) 2, S.259-272 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bremmer, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X20974802
Schlagwörter	Case Studies; Music Education; Severe Disabilities; Teaching Methods; Tactual Perception; Movement Education; Music Teachers; Social Work; Caseworkers; Educational Experience; Special Education; Multimedia Instruction; Preschool Children; Elementary Secondary Education; Video Technology; Teacher Attitudes; Counselor Attitudes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Musikerziehung; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Taktile Wahrnehmung; Bewegungsbildung; Music; Teacher; Teachers; Musiklehrer; Soziale Arbeit; Bildungserfahrung; Special needs education; Sonderpädagogik; Sonderschulwesen; Multimediales Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerverhalten
Abstract	This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid's framework (2015) of "multimodal dimensions of children's music experiences," developed for general music education. This framework consists of four dimensions: "narrativity," "sociality," "materiality," and "embodiment." Based on the findings, Schmid's framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01