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Proceedings of the 20Th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine

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Proceedings of the 20Th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Proceedings of the 20th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Faculdade de Artes do Paraná – FAP CuritiBa, Brazil 17-18 July 2014 Editor Melita Belgrave ©International Society for Music Education 2014 www.isme.org All abstracts presented at the 2014 ISME World Conference in Porto Alegre, Brazil, were peer refereed before inclusion in the Conference program. In addition, completed papers were fully (blind) refereed by a panel of international authorities before inclusion in the Seminar Proceedings. Editorial Board Melita Belgrave, Editor Jessie Chen Helen Farrell Markku Kaikkonen Bo Nilsson Lyn Schraer-Joiner National Library of Australia Cataloguing-in-Publication Author: ISME Commission on Music in Special Education, Music Therapy, and Music Medicine International Seminar (20th: 2014: Curitba, Brazil) Title: Proceedings of the 20th International Seminar of the Commission on Music in Special Education, Music Therapy, and Music Medicine, Curitiba, Brazil [electronic resource] / ISBN: 978-0-9942055-3-7 (ebook) Notes: Includes bibliographical references. Subjects: Music--Congresses. Music in education--Congresses. ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Dewey Number: 780.7 ii The Conference Organizing Committee and ISME are grateful to the following people who provided expert, independent advice and who acted as referees for selecting papers and workshops for presentation at the 2014 ISME World Conference: Commissioners 2012-2014 Lyn Schraer-Joiner, United States of America (Chair) Melita Belgrave, United States of America Jessie Chen, Taiwan Helen Farrell, Australia Markku Kaikkonen, Chair-Elect, Finland Bo Nilsson, Lund Sweden Our sincere appreciation is expressed to the following people and organizations for their support and sponsorship: Clara Piazzetta Kimberly McCord Seminar Host ISME Board Liaison Professor of Music Therapy Professor of Music Education Faculdade de Artes do Paraná – FAP College of Fine Arts Curitiba, BRAZIL Illinois State University Normal, Illinois, USA Universidada Estadual do Parana, Faculdade de Artes do Paraná – FAP, and Kean University, USA iii Mission (Revised 2013) The commission on Music in Special Education, Music Therapy and Music Medicine was established in 1974. The Commission was established in order to contribute to the progressive development of music therapy and music in special education. In order to promote music in the lives of all children and adults in need of special support our mission is to: • provide an international forum for the exchange of ideas regarding the educational and therapeutic professions, and their place within each country's musical culture; • increase the visibility of international research and best practices in the fields of special music education, music therapy, and music medicine; • stimulate international research connections and the initiation of international practice and education projects (e.g. exchange programs) between commission members; • share contemporary technologies and products that enhance the musical lives of children and adults in need of special support; • provide support for music educators and music therapists new to their professions via mentoring in both research and best practices, networking at seminar meetings and the world conference; as well as, between meetings; and • inform those responsible for funding and policy making of the significance of music for children and adults in need of special support. Vision (Revised 2013) • to promote and advocate for students in need of special support —to ensure they are afforded the same quality music education as that of typical developing students; • to share international perspectives on the current research in special music education, music therapy, and music medicine; • to enhance the quality of life for all children and adults in need of special support by sharing international practices in special music education, music therapy, and music medicine; and • to improve professional training/education of practitioners working in special music education, music therapy and music medicine. 4 TABLE OF CONTENTS Page MISSION STATEMENT AND ACKNOWLEDGEMENTS ............................................ 4 I. Music Education and Music Therapy for Students with Exceptionalities Lessons learned along the way: A researcher’s journey from field to findings ...............................8 Deborah Blair Enhancing the student internship experience: Working with special needs students to create a musical performance.......................................................................................................................15 Michelle Hairston The middle school band experiences of three adolescent boys with attention deficit hyperactivity disorder (ADHD)............................................................................................................................19 Bethanie Hansen The effect of music activities in a multi-sensory room for children with Asperger’s syndrome on behavioral changes: A case study...................................................................................................31 Liza Lee Pre-service music and special educators co-teaching Kimberly McCord ...........................................................................................................................42 Effects of music activities on the social behavior of children with autism spectrum disorder (ASD) while participating in circle time at a learning center in an elementary school................. 48 Randall Moore Instruments and alternative educational resources in teaching music with learners who have a vision loss Brasilena Trindade .........................................................................................................................55 II. Music Education and Music Therapy for Older Adults Profile of older adults in musical activity participation and quality of life....................................63 Jessie Chen The effect of patient preferred live versus recorded music on non-responsive hospice patients’ physiological and behavioral states ................................................................................................76 Lorna Segall III. Music and Medicine Effect of music assisted relaxation pre-operative training on adolescent idiopathic scoliosis (AIS) patients’ pain perception after spinal fusion (SF) surgery..............................................................87 Mary Adamek, Kirsten Nelson, & Charmaine Kleiber 5 Analysis of hearing in musicians and roadies in Brazil..................................................................95 Karina Aki Otubo, Bruno Luis Paulon Filardi, José Roberto Pereira Lauris, Juliana Milani Barros, & Alice Penna De Azevedo Bernardi IV. Perception Research Disability in the media: An analysis of disability-related titles in international news reports Alice-Ann Darrow & Julie Heath-Reynolds.................................................................................111 The study of musicality as an aesthetic cognitive capacity in the work in music therapy ...........119 Clara Piazzetta V. Music Interventions for Various Populations Creating and assessing intergenerational music programs Melita Belgrave & Alice-Ann Darrow..........................................................................................126 The concert series for the deaf and radio baton project: Two unique music projects with applications for the music classroom............................................................................................136 Lyn Schraer-Joiner 6 I. Music Education and Music Therapy for Students with Exceptionalities 7 Lessons Learned Along the Way: A Researcher’s Journey from Field to Findings Deborah V. Blair Oakland University [email protected] USA In this paper, I explore the journey of a qualitative research study with participants from a secondary classroom of learners with special needs. As the teacher-researcher, I taught music once a week for most of the school year. Upon completion of the study, initial data analysis revealed the joys and tensions of learner engagement when composing with music software. The role of the teacher and her mastery of teaching this diverse group of learners were also informative. However, as the data analysis continued, ethical issues arose including the positioning of participant voice in balance with researcher voice/bias. The [re]visiting of data with a new perspective that included the questioning of my initial assumptions proved to be both enlightening and humbling. Keywords: narrative inquiry, special needs, music education, recursive data analysis, ethical tensions In this paper, I follow my journey as a qualitative researcher from the field through the recursive process of data analysis that led me to transformative understandings (Barone, 2001, 2007; Kinchloe, 2003). The nature of qualitative research, particularly narrative inquiry (Barrett & Stauffer, 2009, 2012; Clandinin, 2007; Reissman, 2008), requires the researcher to acknowledge her own history, presence, and bias onsite (to self) and in publication (to reader) (Barone, 2000a/1992; Peshkin, 1988). The longitudinal nature of qualitative research (Lincoln & Guba, 1985) and the relational nature of narrative inquiry (Clandinin & Connelly, 2000; Witherell & Noddings, 1991) contribute to the subjective and personal attachment to participants. Further, the findings may foster more
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