Adapted from www.music-for-music-teachers.com
Music students with Autism can be taught in much the same way you would teach a typically developing child. Music can be a comfort to them, especially familiar music. They will typically need to be taught at a slower pace, allowing them plenty of time to learn new concepts. One teacher with a student with Autism said, "I have found that I can direct him to do something, but then I must wait for him to work it out...without interrupting his thinking with another comment. If I do interrupt, he may have to start the process over again almost from the beginning, typical for children with autism."
Teachers may have to change the way they teach, try not to be overenthusiastic, but rather calm and consistent. Learn what your student reacts best to. There are many sensory experiences involved with music, especially sound and touch. Students with Autism typically have problems counting, rather than counting 1-2-3-4 they may count 1-2....1-2...1,1,1-2. While this is common in many beginning students it is even more difficult for a child with Autism. Do not use a metronome or tapping to try to help your student keep time, this can be a distraction rather than an aid as it is adding yet another sound on top of the piano. You can try using the light setting on an electric metronome if they respond well to it or use visually cues by directing with your hands.
Use music that interests them! Do not feel like you have to stick to a set of books, learn what music the child likes, whether it is a song their mom sings to them, the theme from a favorite movie or video game, use familiar songs. Do not try to teach a simplified version of a song as a way of preparing for a more difficult version of the song, they will probably become fixated on the old version and not understand that the new version is different.
Common Difficulties
-Playing with someone (duet, trio).
-Playing in a group setting (orchestra, band).
-Performing for an audience.
-Tantrums.
Technique encompasses posture, finger strength, and all technical skills needed to play a song.
-Review correct posture every lesson, use pictures in lesson books as a guide as well as modeling.
-Correct bad habits soon, as it is very hard to un-learn them.
-“Hammer scales.” avoid full octave scales when introducing scales. 1-1-1, 2-2-2, 3-3-3, 4-4-4, 5-5-5. Repetitive notes will help students learn finger numbers and practice timing without having to focus on finger number, timing, and changing note with every note.
- Putting hands together and learning rhythm scales will be much more difficult, review old techniques often to reinforce good habits.
THEORY
-This means, for the most part, understanding the scales and chords, how to make them, and how they work together. For beginners, chords are the most important as far as actually using them in music.
-Chords are very fun, and make piano music sound BIGGER. But teaching an autistic child, I'd stick with open 5ths for a long time. Not all teachers are comfortable teaching chords to their students until chords show up in their piano method book, and it is too bad, because playing with chords is a wonderful way to learn new music without having to ALWAYS be reading notes. Also, ease with chord-playing encourages experimentation, composition, and playing by ear!
-Simple songs such as Mary Had a Little Lamb can be dressed up. Chord-playing also makes it easy to turn simple melodies into duets. (For examples, see some of my Beginner Piano songs such as Yankee Doodle, Star of the County Down, and All the Pretty Little Horses.) In some songs, banging away at chords is a lot like whacking a drum -- very satisfying and stress-releasing! (My autistic student enjoys playing drums very much.)
-When teaching autistic children and young beginners, I would not venture past pentascales (5-note scales) for a very long time, not until the music they are playing seems to call for full scales. It is my opinion that every new concept must be justified by its usefulness right NOW, especially with students who move slowly and require much review.
NOTEREADING
Whichever method you decide upon, it should take a gradual approach to note-reading, but do not depend upon this book alone! Flashcards, games, drawing notes on a chalkboard, whiteboard, or paper... these are tools you will find useful.
Little by little, with many different means of reinforcement, notereading can be conquered.
I like the idea offered by one teacher working with autistic children: when the end of Lesson Book 1 (or the Primer) has been reached, start at the beginning of Book 1 (or Primer) of a different method!
It's good for music teachers to keep seeking fresh ideas and teaching tips for autistic children. Ideas that can be turned into simple games are a good way to keep hammering away at notereading.
REPERTOIRE
This is what your autistic student is really going to work at -- songs or musical pieces he likes a lot. These pieces may not ever be perfect, but he or she should keep this music "fresh," not forgetting how to play it. Having a collection of songs that are ready to play makes kids feel good about their ability.
My students choose a beautiful color of 8 1/2" by 11" cardstock paper to be their "Repertoire" sheet. Every time they learn a decent-sounding bit of music well enough for it to be considered potential recital music, we write it down on the Repertoire sheet. Only rarely does this music come from the Lesson Book, alas! Occasionally, it is music learned by rote, such as the chord pattern from The Pink Panther, or the 12-bar-blues. This music I TRY to have them play frequently, but too often I forget about it too!
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