An Overview
Education starts with the student, no matter what content area or developmental level one may be looking at, and as a teacher, one may utilize educational psychology concepts to support each and every student. One then may ask, what concepts and strategies can be best used to support learners of all abilities and developmental levels? Complications arise when you place this question in the context of a music classroom, where the structures and methods may not look the same as in a math or language arts classroom. Furthermore, how can a music educator support the needs of each student in a large, collaborative space without alienating any one student due to ability level? Education cannot be “one-size-fits-all,” especially in a music classroom. Each student will have different needs, challenges, and potentialities and will need specific resources and help from their teachers to aid in their learning.
If you’re anything like me, you may look at this topic of accessibility and supporting each student’s needs and think, “Wow, this is overwhelming and I don’t even know where to start.” And you would be right, this is a big task to tackle,
BUT IT IS VITAL TO VALUING YOUR STUDENTS AND PROVIDING THEM THE EDUCATION THEY DESERVE.
So, again, I ask, what concepts, strategies, and resources can I use to support my students, no matter their ability level or developmental level?
The answer? At the base level, I think it is this: MAKE MUSIC TOGETHER.
I believe the most applicable concept is that of a sociocultural approach to students’ learning. Whether they have a physical disabilities, mental disabilities, or other impairments, your students need to interact with one another and with you to learn successfully. This concept was born out of Lev Vygotsky’s sociocultural theory of development through social interaction (McLeod). Vygotsky’s influence is prevalent throughout modern educational psychology, wherein it is widely believed and supported that students construct meaning and learn best through social interactions with others (Duque, et al, 2020). Vygotsky’s thoughts on students with disabilities also calls for teachers to facilitate a learning environment in which students of all ability levels can be engaged in social interactions and scaffolding of information with one another (Duque, et al, 2020). Especially for students with cognitive disabilities, interaction with peers is incredibly vital to their development, and this has been proven time and time again in various classroom settings (Duque, et al, 2020). Interactions with others in an environment devoid of bias and judgement is essential to successful cognitive development and learning.
So, how does one accomplish this in the classroom? I would argue that music educators especially are in a position to successfully foster this social environment for their students. Music-making is inherently social, whether it be broad (i.e. ensemble to audience), small (i.e. soloist to accompanist), or more inward focused (i.e. ensemble members to one another and the director). I would also argue that it is extremely necessary for cognitive development in and of itself. This is supported by Gardner’s theory of multiple intelligences, in which musical intelligence is an inherent aspect of one’s psyche that is to be supported and developed as well as the other elements of intelligence (George Lucas Educational Foundation, 2013). It is important for each of your students to have access to this and have the opportunities they deserve.
Another significant element of supporting all of your students is motivating them; you need to provide the necessary tools, environment, and encouragement for them to feel competent, independent, and connected to one another. This theory of motivation is known as the self-determination theory (Cherry, 2021). The self-determination theory outlines three specific "psychological nutrients": autonomy, competence, and relatedness. Autonomy comes in the form of independence and one's ability to alter the environment if necessary. Competence is defined as the ability to function effectively in the environment. Finally, relatedness addresses the feeling of being connected to others in one's environment (Cherry, 2021). For students with disabilities, these three things can be challenging to obtain in a traditional music classroom and they may need your support to ensure they receive the tools and resources they need to be as successful and enjoy music-making as best they can. If your students do not feel they have the environment, tools, or encouragement to aid them in their learning, they will not have the best experience they can, nor will they be motivated to learn. Providing your students will all the tools and resources you can to support them is the foundation of accessibility in your music classroom.
The pages of this website will explore different ways, tools, and resources you can use to support your students and make your classroom more accessible for each one of them. These collections are not extensive by any means, but they do serve as a good starting point for these general topics.