Supporting nonmusic goals for neurodiverse students

This article is a call to action for elementary general music teachers to incorporate nonmusic goals, particularly for neurodiverse populations, in their instruction. The author states music teachers can provide opportunities for students to enhance and transfer knowledge while encouraging them to see content through another lens, and perhaps think differently and critically. She suggests nonmusic goals can be in many content areas including literacy, writing, geography, history, culture, math, science, social emotional learning, and motor coordination.

The author provides explicit examples of how to incorporate nonmusic goals in instruction for a substantial amount of content areas. In science, instead of aligning with unit objectives (which may or may not be beneficial to the music curriculum,) she suggests focusing on the “method of inquiry,” which is relevant across all content areas, including music. She also suggests incorporating opportunities for goal setting and making choices, both of which are components of Social and Emotional Learning. Dance and other forms of movement, mallet and keyboard playing, and singing all address gross, fine, and oral motor skills (respectfully) which are often cited in IEPs. Above all, the author suggests collaborating with special education teachers and therapists to the same degree we collaborate with content area specialists. Through this practice, we can support students in accomplishing the goals on their IEPs, provide modifications so they can be successful in the music curriculum, and experience positive reinforcement throughout their school day.

The significant “learning loss” as a result of the COVID-19 pandemic has become much more evident as students return to in-person learning. Collaborative practice is not only beneficial to students with IEP and 504 plans. All students can benefit from having their learning reinforced throughout the school day. Oftentimes, considerations are made for interdisciplinary learning in many content areas in elementary general music. Teachers can consider the nonmusic goals in an IEP as another pathway for interdisciplinary learning.

As mentioned by the author, elementary general music teachers are not strangers to the concepts of interdisciplinary learning and incorporating nonmusic goals. However, ensemble teachers in secondary schools often are, which is perhaps the reason for low enrollment of neurodiverse students in ensembles. Music education seems to come to a halt for exceptional learners after elementary school, with the exception of schools who have specialized programs that often segregate students from their peers. After speaking with secondary ensemble teachers, there seems to be a fear of embracing nonmusic goals. Music teachers are constantly called upon to demonstrate why music education is important. Teachers are fearful of using music learning as a vehicle for other content areas because it may take away from the intrinsic value of music itself. Can music education live in the duality of having significance on its own, while enhancing other content areas?