Instruments for Everyone

This semester I worked with a class of engineers to create an adaptive instrument for a
student with special needs. I observed the student in music classes and her everyday
classroom to identify her needs, interests, strengths, and goals. After reflecting on my
observations, I began thinking of my own strategies for creating musical experiences that
specifically addressed her background. This was an incredible learning experience that
will help me make music more accessible to all students

ASSESSMENT OF AND
FOR STUDENT LEARNING
• I learned how to create comprehensible learning goals and use tools like
checklists and rubrics to guide and assess student learning. After creating
the goals for my experience design, I rolled them forward and back to apply
to students’ differing skill levels. By anticipating problems, I developed
strategies to address both students who need more assistance and those
who want to go further.
• I helped the engineers identify strategies to improve each instrument by
providing providing videos with descriptive feedback about the client’s
musical enjoyment and curricular progress. Finally, we went to see the
various instruments created for the different clients. After using each one, I
could provide instrument feedback about how to improve or adjust each one
using a checklist of the client’s needs and strengths that needed to be
addressed.
INSTRUCTIONAL PLANNING
• After getting to know the client, I began creating an experience that catered
specifically to their background, knowledge, experience, and skills. Working
with her Special Education teacher, I used the Picture Exchange
Communication System to create a small diagram depicting sounds and
sights the client responds to. Finally, I created an experience design to
encourage her to interact with her favorite songs in musical ways, while also
addressing some of the essential content from her special needs curriculum.
• When planning, I used realistic times that would allow for questioning and
experimenting after working with each instrument. At the event, we spent
more time using the instruments that allowed the most freedom and variety
of sounds. As we progressed, I altered the plan slightly to spend more time
exploring these instruments. In the end I needed to adapt my own idea of
the activity to make it a more effective musical experience.
REFLECTION FOR
STUDENT ACADEMIC PROGRESS
• I created a timeline of videos reflections and written reports to document my
observations in the classrooms and at the engineering exchanges. These
reflections helped me assess the client’s learning over time and develop ideas for
her adaptive instrument. While we did not have direct access to the instruments, I
was constantly thinking of ways to change tools and experiences to enhance the
student’s learning.
• It was extremely helpful to talk with the Special Education teacher working with the
client. She gave me insight into sounds and visuals that would help engage the
student in musical experiences. Further, she shared the student’s individual
curricular goals, allowing me to think of musical experiences that will broaden her
learning. Additionally, reading Hammel and Hourigan’s “Teaching Music to Students
with Special Needs: A Label-Free Approach,” helped me discern the types of needs
the client has as well as her strengths.
• Recognizing the client’s learning needs, I created an experience to teach her
about music through interacting with her favorite songs. The activity focuses on
playful interaction with each instrument, using call and response as a way of
assessing. Reflecting on all of my observations and experiences with the client, I
was able to design an activity that encouraged music making and learning by
addressing her needs and engaging her strengths.

Video Instrument Observation Experience

Reflection Feedback Report Design