Inclusion of a music learner with ASD through play-full intersubjectivity

Bibliographic Data

ID21684598
AuthorsLauri A Hogle (0000-0001-7895-7206, Oakland University, corresponding author)
Year2021
Volume43
Issue2
Pages212-225
Publication date2021-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueResearch Studies in Music Education (JOURNAL)
Journal identifiersISSN: 1321-103X • E-ISSN: 1834-5530
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/1321103x20935208
OpenAlexW3112613763
LanguageEN
Citations received2
References cited43

Through a case study of Jad (pseudonym), a music learner with autism spectrum disorder (ASD), I sought to understand his experiences as he engaged in peer scaffolding activities of a choral ensemble. The study illuminated the role of intersubjectivity (or shared understanding) in socially mediated music learning within an environment of inclusion. Through inclusive, play-full, intersubjective attunement of younger children to Jad, he increasingly took on a role as an empathetic teacher-helper, initially with his younger sister, then with other young children, then with the entire ensemble. Jad also increasingly displayed musical agency through physical movement during music-making, contributing to others’ understanding and musical agency. The findings describe intersections of play with intersubjectivity, focusing on learner attunement to affect and emotion in fostering an inclusive music education experience. Making space for peer scaffolding and playfulness within this music learning environment fostered shared understanding and empathy among all learners, including one with ASD

Attunement · Autism · Autism spectrum disorder · Autoethnography · Choir · Developmental psychology · Empathy · Friendship · Intersubjectivity · Music education · Musical · Pedagogy · Sociology · Visual arts · Autism Spectrum Disorder Research · Diverse Music Education Insights · Family and Disability Support Research · Psychology · Social Psychology

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