Anibal Dautant #3

Teaching
through music

and movement

Who does this help? And how does

it help them?
Teaching through movement and music has often
been thought of as elementary method that is reserved for
the youngest students. It is a strategy that is hardly seen
outside the music classrooms or the kindergarten hallway.
Let me go head and clear things up to let you know that this
is not the case, recent studies have shown that learning
For Who:
Autism
LD
ED
EBD
CD
ELL
ADHD

through music and movement can benefit any classroom

and any teacher. This strategy can even be used in AP
classrooms at the high school level if you can implement
within your curriculum. But to be more specific this type of
strategy has helped out teachers in SPED classrooms the
most. This strategy can help out students who have been
diagnosed with Autism, with Learning Disabilities, being
Emotionally Disturbed, Emotionally or Behavioral
Disabilities, Cognitive Disabilities, ADHD and can even
work for ELL.
When teachers have used these music /movement
strategies they have reported that their students have made
strides in their behavior. It helps students through the use

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HOW TO IMPLEMENT
THIS STRATEGY.
(example)

1. Create a song with a simple

tune that is easy to follow along.
The content of your
song should be about a
theme/subject/content
you want your students
positive self-esteem, and allowing students to emotionally express themselves and the concept of self-regulation
to learn
because more likely than not youll get that simple tune or dance stuck in one of your students head helping the
2. Have
a Peer Mentor/ Special
byline
Buddy
assist you with
[Name]
children by engaging them
and bringing them in a
designated area that this
activity will occur on most
days to establish a repetitive
schedule
3. Sing along with teachers
invoking students to
participate slowly after a
couple minutes let PM/SB
take over for teacher
4. Gradually as time continues
have PM/SB indicate students
to play with each another to
promote social interaction
among peers
5. When you feel comfortable
enough that your students
grasp the concept that you are
trying to teach while
interacting with each other in
a positive manor slowly have
your PM/SB back away and
let students lead the signing,
this will give students a
2

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References

Kern, P., & Aldridge, D. (2006). Using Embedded Music Therapy

Interventions to Support Outdoor Play of Young Children with Autism
in an Inclusive Community-Based Child Care Program. Journal Of Music
Therapy, 43(4), 270-294.

Kern, P., Wolery, M., & Aldridge, D. (2007). Use of songs to promote
independence in morning greeting routines for young children with
autism. Journal Of Autism & Developmental Disorders, 37(7), 12641271 8p.

Skoning, S. (2010). Dancing the Curriculum. Kappa Delta Pi Record,

46(4), 170-174.