The charmed dyad
Multimodal music lessons for pupils with severe or multiple disabilities
Bibliographic Data
| ID | 21684643 |
|---|---|
| Authors | Melissa Bremmer (0000-0002-9067-2956, Amsterdam University of the Arts, the Netherlands, corresponding author), Carolien Hermans (0000-0003-4284-4175, Amsterdam University of the Arts, the Netherlands), Vincent Lamers (Amsterdam University of the Arts, the Netherlands) |
| Year | 2021 |
| Volume | 43 |
| Issue | 2 |
| Pages | 259-272 |
| Publication date | 2021-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Research Studies in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 1321-103X • E-ISSN: 1834-5530 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1321103x20974802 |
| OpenAlex | W3136974624 |
| Language | EN |
| Citations received | 9 |
| References cited | 27 |
This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities
Aesthetics · Art · Developmental psychology · Dyad · Ethnography · Mathematics education · Music education · Musicology · Pedagogy · Sociology · Diverse Music Education Insights · Education and Technology Integration · Hearing Impairment and Communication · Psychology
Music and movement pedagogy in basic education
Experiences during listening to music in school
Inclusion and pedagogical support for students with special educational needs in music lessons
Boundless Grooves
Collaborative composing with inclusive music ensembles
Expanding the music circle through networked improvisation in an inclusive ensemble
Research with children with disabilities
Sisters-in-Waiting
Mind the gap
Cognition and the Body
Multimodality
Conceptualizing Music
How Do We Justify Knowledge Produced Within Interpretive Approaches?
Using video to analyze one's own teaching
A framework for studying teachers’ hand gestures in instrumental and vocal music contexts
Using thematic analysis in psychology
Participatory sense-making
Music and Narrative Revisited
| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |