Embedded Files
Guzie, B., Tonkin, K., Donovan, J., Walkovich, D., Demuth, B., Walkovich, B., Roberts, J., & Bapat, A. (2011).
Percussion and distance-learning: Improving attention-to-task in children with autism. Exceptional Parent, 41(3), p. 18–20.
This article contains a research study that describes the benefits of percussion in a distance learning setting. The subjects in the study were students with ages ranging from 2 through 17 years old. The study contained a considerably higher percentage of boys than girls. The variable being measured is time-on-task behavior. The results of the study demonstrate the percussion instruments used may have a positive effect on the attention to on-task behavior of children with autism.
The information in this article supports the portion of my service-learning project that I am developing online. The problems the author describes of having latency issues with the percussion instruments is essential for me to understand prior to delivering instruction online. The positive attention-to-task results in this study provide support for the activities I am currently planning.
Salvador, K. (2015). Music instruction for elementary students with moderate to severe cognitive impairments: A case study. Research Studies in Music Education, 37(2), p. 161–174. DOI: 10.1177/1321103X15613645 rsm.sagepub.com
This article describes a case study of an elementary music teacher’s experience teaching students with moderate to severe cognitive impairments. The music teacher seems to have found a balance using informal music learning along with the Music Learning Theory (MLT) philosophy of teaching developed by Edwin Gordon. She also utilizes peer assistance, modifications, and empowers students to solve problems as positive strategies for growth. A question arises of the role of music in the education of elementary students. “Is the purpose of music education in elementary schools to operate as an arena for socialization with age peers, or to increase the musical skills and abilities of each individual student? (Salvador, 2015, p. 170)
This resource will assist me with developing an activity for my project that includes student choice. The article listed several music activities that provided opportunities for students to demonstrate musical skills in a game-like way. I want to create an activity modeled after one from the article that aligns with cooperation and attention which is what my service-learning project is focused on.
Wood, L., Ivery, P., Donovan, R., & Lambin, E. (2013). To the beat of a different drum: Improving the social and mental wellbeing of at-risk young people through drumming.
Journal of Public Mental Health, 12(2), p. 70–79. DOI 10.1108/JPMH-09-2012-0002
This article contains a research study that is evaluating the Holyoke DRUMBEAT program. The subjects in the study were from 19 different schools in Australia. The 180 students chosen to participate in the study were from high at-risk backgrounds. Pre and post-tests that measured student’s self-esteem were given to participants in a likert-like format. The article mentions that the DRUMBEAT program is 10 weeks long but does not provide a protocol for the activities the students are participating in each week. The results of the study demonstrated higher self-esteem, improved behavior, and increased attendance. The DRUMBEAT program evaluation adds to the growing research of the positive benefits of group drumming and its support for social and emotional learning.
This resource is important for my project because it supports the social and emotional elements I am including in the drum circle activities for the self-contained classroom. The article has also given me the idea to provide a short pre and post-test for the students and a teacher feedback form upon completion of the project. This information will assist me with the outcomes of the project and help me to improve my practices for future projects.
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