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Insights into the Musical Potential of Cognitively Impaired People Diagnosed with Williams Syndrome
Although William's syndrome people have cognitive impairments, many show signs of having unusual musical abilities. Music therapy is a growing area of therapeutic treatment for these people.
1. seem to show signs of unusual musical abilities
2. cognitive scientists are doing research on WS people and their affinity for music
3. some parents are finding that Williams people can compensate for their deficits through music. Ie. tie their shoe laces
4. a number of music teachers will not take them as students because they can't read notation.
Williams people are missing a group of genes from one of their chromosomes. Typical problems they deal with are both cognitive and behavioral including
1. trouble with simple addition and subtractions
2. spacial relationships
3. logical reasoning
4. abstract ideas
5. have the condition called "hyperacusis" -- allowing them to hear the faintest sounds. Many have perfect pitch
6. extremely warm, kind personalities and show a great deal of empathy in understanding the feelings of others
7. show a high level of language development. Musically many show a great love, appreciation and talent for music.
Gloria has Williams Syndrome, the daughter of Howard M. Lenhoff, the author of the article, was unaware his daughter had William's syndrome as a child. A PBS documentary was filmed of her called 'Bravo Gloria' describing her outstanding musical talents. She is a lyric soprano with perfect pitch, skilled at playing the large piano accordion, and has a repertoire of over 2000 pieces in 25 languages. She doesn't read music notation and has only just learned the white keys on the piano.
Williams people learn best in 1:1 situations, most of their learning occurs through hearing, musical notation tends to hinder their learning due to their difficulty in grasping music theory and due to motor limitations they do best with voice, keyboard instruments, and drums.
I chose this article because of my fascination and familiarity with a girlfriends sister with Williams Syndrome. She could play the organ and had many of the typical physical characteristics of WS such as her inability to reason logically, forgetfulness and high level of language development. She also was a very loving girl, was well liked by her peers but clearly stood out as being different than the normal child. Her face was small and she had the full lower lip and puffy eyes that are also typical characteristics of WS.
Mark started losing his hearing when he was about six or seven years old. This was manifested in confusion in music class, misunderstanding the words that the choir was singing, and discombobulation in noisy rooms. Eventually, it was noted that Mark’s hearing was deteriorating.
With around 70,000 special education students with hearing losses in the US it is no wonder that teaching these students the art of music has become an important opportunity within their education (U.S. Department of Education). According to Darrow and Heller (1985) as well as Solomon (1980) the history of education for students with hearing loss extends over a hundred and fifty years. These students have every right to music education classes and music instructors need to understand their unique learning differences and similarities to those of the average typical (mainstreamed) student to ensure these students have a successful and comprehensive learning experience. Despite this, there are still plenty of roadblocks, one of which may be some music instructor’s lack of effective practices and methods to successfully teach to the student’s more unique needs. Alice Ann-Darrow is a Music Education and Music Therapy Professor at Florida State University. Darrow’s article “Students with Hearing Losses” focuses not only on the importance of music education for these students but it is also a summarized guide of teaching suggestions containing integral information for the unique way these students learn.
Some characteristics of DS are: deep folds at the corners of the eyes, hypotonia, short stature, flexible joints, small oral cavity and heart defects (Taylor, Richards, & Brady, 2005). Most individuals with DS have a moderate intellectual disability, although there is a range of disability, from severe to high functioning (IQ above 70). Since DS is a birth defect and not a disease, there are no treatment options. Improvement can be made through physicians, special education, physical therapy, speech therapy, occupational therapy, and psychol...
Many people do not realize the positive effect that popular music has on children. At a young age one of the breakthroughs for children is music’s benefit for language development. According to the Children’s Music Workshop, the effect of music education on language development can be seen in the brain. Studies have indicated that musical training develops the left side of the brain known to be involved in processing language and can actually wire the brain’s circuits in specific ways. The relation between both music and language development can also have advantages children. Listening to music can also improve children test scores and IQ levels. Dr. Schellenberg found that a small increase in the IQs of six year olds who were given weekly vocal and piano lessons. This leads to the fact that music is very helpful when it comes to education. Professor Christopher Johnson revealed that students in elementary schools with better music education programs sc...
It is estimated more than 5.3 million people have Alzheimer’s disease (AD). AD is the sixth leading cause of death in the United States, with a new case of AD being diagnosed every 70 seconds. For women living over the age of 55 the risk of developing AD is 17%. For men, at the same age, the risk is slightly lowered at 9% (LeMone, Burke & Bauldoff, 2011, p.1510). Due to these staggering statics, AD continues to be an area of great interest and concern for the medical community. Although the cause of AD is unknown and there is currently no cure, many advances have been made in the treatment of AD. Treatments for AD are now expanding out from simply providing traditional pharmacological interventions to incorporating alternative treatments as well. Music therapy is one of the alternative treatments now being implemented for individuals suffering from AD. This research paper will discuss what Alzheimer’s disease is, what music therapy is and how music therapy is implemented in the treatment of AD, as well as the benefits and barriers of music therapy in AD patients
Music therapy can be combined with occupational to increase the benefits of the special education services. A significant challenge people on the autism spectrum face is effectively communicating their thoughts, desires, and emotions in a socially acceptable way. Using improvisation in music therapy can help students on the spectrum express what they are feeling. Learning to use musical elements such as dynamics, tempo, timbre, and form, can help this population demonstrate musically what they need to communicate. For example, if they are feeling sad, they might improvise with a slow tempo. If they are angry, their improvisation might be loud and fast.
Imagine attempting simple everyday tasks and struggling because of confusion or memory loss. Well unfortunately, this is what it is like for many people with dementia. The severity of dementia ranges from person to person, but is there anything that can help? Music therapy, for one, can actually be tremendously helpful for those with dementia in more ways than the average person might think.
C. Looks as if they have hearing problems although their hearing has been checked and is fine.
Imagine attempting simple everyday tasks and not being able to because of confusion or memory loss. Well, this is what it is like for some people with dementia. The severity of dementia ranges from person to person, but is there anything that can help? Music therapy, for one, can actually be tremendously helpful for those with dementia in more ways than one.
the enrolled students scored higher overall on the test than the other students. The study also showed that if they continue with music education, they would achieve higher than other students. Furthermore, those students enrolled in music classes “score fifty-one points higher on the verbal section of the SAT and thirty-nine points higher on the mathematics section.” (Yoon 9)
Music is one of the most powerful and influential language which to many people in
2. What personality characteristics are likely required for this career? How does you own personality match/not match?
Keikha, Aleme, Hosein Jenabadi, and Habibullah Mirshekar. "The Effect's Of Music On Increasing Motor Skills And Auditory Memory In Mental Retarded Children Aged 15-10 With 65-75IQ (Case Study)." Modern Applied Science 6.4 (2012): 106-111.
After taking the test my results came as the following: openness (58%), conscientiousness (69%), extraversion (31%), agreeableness (60%), and neuroticism (10%).
4) With Agreeableness I ranked at 83% with the description of good-natured, courteous and supportive. Being my agreeable self, I agree with this assessment. I have a natural affinity for empathy and sympathizing with others. 5) In Neuroticism I ranked at 37% - generally relaxed. This is also accurate. I would probably rank lower if it weren’t for being a worry wart, which is linked to my high conscientiousness. People often comment on how easy-going I am, but if they could see what goes on underneath th...