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University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St. John’s Road, Tyler's Green High Wycombe, Bucks, England HP10 8HR 78-5874 LEHR, Joan Kimnach, 1924- AN INVESTIGATION OF MUSIC IN THE EDUCATION OF MENTALLY AND PHYSICALLY HANDICAPPED CHILDREN IN THE UNITED KINGDOM, WITH PARTICULAR REFERENCE TO THE COURSE, MUSIC FOR SLOW LEARNERS, AT DARTINGTON COLLEGE OF ARTS. The Ohio State University, Ph.D., 1977 Education, music University Microfilms International, Ann Arbor, Michigan 48106 Copyright by Joan Kimnach Lehr 1977 AN INVESTIGATION OF MUSIC IN THE EDUCATION OF MENTALLY AND PHYSICALLY HANDICAPPED CHILDREN IN THE UNITED KINGDOM, WITH PARTICULAR REFERENCE TO THE COURSE, MUSIC FOR SLOW LEARNERS, AT DARTINGTON COLLEGE OF ARTS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Joan Kimnach Lehr, B.F.A., M.A. The Ohio State University 1977 Reading Committee Approved by A. Peter Costanza A. Jeanette Sexton John 0. Cooper Adviser ^ School of Music ACKNOWLEDGMENTS The writer wishes to express sincere appreciation to Dr. A. Peter Costanza, adviser, for his support and advice during the writing of this dissertation. Sincere thanks are extended to Dr. A. Jeanette Sexton and Dr. John 0. Cooper for their suggestions and encouragement. The writer is deeply grateful to the administrators of the Fulbright-Hays program in the United Kingdom for the opportunity to pursue the research for this disserta­ tion. The expert advice, encouragement, and friendship of Mr. Jack P. B. Dobbs and Mr. J. David Ward, Dartington College of Arts, were indispensible. The writer is also very grateful to the many classroom teachers, music special ists, and college and university faculty members in the United Kingdom who welcomed her into their classrooms and homes. Special appreciation is extended to Dr. Henry L. Cady, first adviser, whose encouragement and expert advice for initiating this study were invaluable. Finally, the writer wishes to express her deep appre­ ciation to her daughter, Catherine, son., Timothy, mother, and sisters and their families for their support and encouragement during the entire course of her doctoral program. ii VITA August 23, 1924 Born— Cincinnati, Ohio 1947 B.F.A., Ohio University, Athens, Ohio 1947-1948 Elementary, Junior High, and Senior High School Vocal and General Music Instructor, Amesville, Ohio County School System 1959-1964 Elementary, Junior High, and Senior High School Vocal and General Music Instructor, Columbia Station, Ohio County School System 1964-1973 Elementary School General Music Specialist, Elyria, Ohio City School System 1968 M.A., The Ohio State University, Columbus, Ohio 1973-1975 Teaching Associate, School of Music, The Ohio State University, Columbus, Ohio 1975-1976 Fulbright-Hays Grant, The United Kingdom 1976-1977 Lecturer, School of Music, The Ohio State University, Columbus, Ohio Fields of Study Major Field: Music Education Studies in Music Education. Professors Henry L. Cady and A. Peter Costanza Studies in Music History. Professor Keith E. Mixter Studies in Special Education, Professor Vance W. Cotter ill TABLE OF CONTENTS Page ACKNOWLEDGMENTS ........................................ ii VITA .................................................... iii LIST OF T A B LE S ........................................ v Chapter I. INTRODUCTION AND PROBLEM ....................... 1 II. SURVEY OF RELATED LITERATURE ................... 19 III. MUSIC FOR SLOW LEARNERS: A COURSE FOR MUSIC SPECIALISTS AND CLASSROOM TEACHERS ........... 60 IV. OBSERVATIONS AND INTERVIEWS ................... 105 V. DISCUSSION, SUMMARY, AND CONCLUSIONS .......... 133 APPENDIX A ...................................................... 157 B ...................................................... 168 C ...................................................... 173 D ...................................................... 175 BIBLIOGRAPHY ........................................... 177 iv LIST OF TABLES Table Page 1. Responding School Districts' Recommendations for Exceptional Children ......................... 22 2. Rank Order of Competency Areas as Perceived by Survey Populations . ......................... 52 3. What Types of Musical Experiences Do you Consider to be Most Effective with Your C h i l d r e n ? ...................................... 70 4. What Types of Musical Experience Do you Think Your Children Find Most Enjoyable? .............. 71 5. Do you Think a Musical Assessment Test of Your Children Would be Practical or Valuable? .... 72 6. Daily Seminar Activities ........... 72 7. Additional Course Experiences .................. 74 v CHAPTER I INTRODUCTION Music has been included for over a century in education and training programs for handicapped children in the United States. Graham"'" traces the history of music in the educa­ tion of handicapped children in the United States from its inception in 1832 at the New England Asylum for the Blind to the present day. He conjectures that the first efforts to include music in the education of these children focused primarily on hymn-singing. Subsequently, musical experi­ ences, which included marching, singing, and playing wind and string instruments, were incorporated in the schedules of residential institutions founded in the last half of the nineteenth century. Contemporary approaches to teaching music to handicapped children emphasize sensoriomotor train­ ing, improvement of body image and self-concept, and aesthetic education. The twenty-ninth of November 19 75 was an historic day in the education of handicapped children in the United States. On that date President Gerald Ford signed the •'-Richard M. Graham, "Special Music Education," in Music for the Exceptional Child, comp., Richard M. Graham (Reston, Virginia: Music Educators National Conference, 1975), pp. 1-14. federal Education for All Handicapped Children Act of 1975, Public Law 94-142.^ This legislation mandates a "free appropriate public education"^ for all handicapped children between three and twenty-one years of age. This law has ramifications for music teacher education programs. There are few courses that are designed primarily for the prepar­ ation of music teachers of handicapped children. In fact, there is a larger problem in that few institutions of higher learning in the United States have developed degree programs directed toward this type of specialization. Need for the Study It is the consensus of authorities that music teachers of handicapped children should be specially prepared. Dobbs^ states that handicapped children need the most able teachers if their potential is to be developed to the fullest. Warren^ stresses the need for music teachers to receive training in teaching special education classes. It is the opinion of Nocera^ that music teachers who teach 2 U.S., Congress, Senate, Education for all Handicapped Children Act of 1975, Pub. L. 94-142, 94th Conq., 1st sess., 1975, S. 6. •^Ibid. , p. 775. 4Jack Dobbs, "Music and Handicapped Children," Music in Education 27 (1963): 98. ^Linda C. Warren, "Help the Exceptional Childl", Music Journal 29 (1968): 27+. ®Sona D. Nocera, "Special Education Teachers Need a Special Education," Music Educators Journal 58 (April 1972): 73. handicapped children without special preparation are as handicapped as the children they teach. The need for special preparation for music teachers of handicapped children is recognized by many educators. This need has, however, been largely overlooked by college and university administrators and those responsible