Education Commons^™

The Benefits Of Music Education On Academic, Behavioral, And Communicative Skills With Middle School Students With Autism Spectrum Disorder, Sarah V. Foley

Dissertations, Masters Theses, Capstones, and Culminating Projects

Music education has an important place for students with special needs. Through community based arts education programs, student benefits range from social to academic. The problem is that too often music education, among arts programs, is not taught in special education classrooms. The purpose of this study was to identify benefits that music education has on students with Autism Spectrum Disorder (ASD), focusing specifically on academic, behavioral, and communicative skills.

A review of the literature revealed that music is beneficial to students in a variety of ways, when they are provided the opportunity to engage in music education. Through this …

A Comprehensive Study Of Attributes Found Within Accomplished Middle School Band Programs, Jacqueline H. Messinetti Jacqueline

Chancellor’s Honors Program Projects

No abstract provided.

The Benefits Of Music Education In The Mild To Moderate Special Education Classroom, Grades 3-5, Kimberly Lloyd

Dissertations, Masters Theses, Capstones, and Culminating Projects

Though extensive studies exist regarding the use of the arts in general education settings, a comparable amount of research is still needed to support the need for the use of the arts in special education settings. This research study investigated how a once a week music class impacted 3^rd - 5^th grade students with mild to moderate disabilities in developing their academic, social and behavioral goals as identified in their Individualized Education Programs (IEP). This qualitative research study utilized multiple data forms, including classroom observations of both music and non-music instruction and interviews with teachers, artists, and parents …

Learning Through Rock Band In The Elementary General Music Classroom, Nick Denis

Wayne State University Theses

Some students find connecting to music classes in school to be difficult, as the music and learning styles used in the traditional school music program can seem separated from music in the “real world.” The dichotomous relationship between school music and “real” music can lead students away from developing a positive musical identity, which negatively affects their chances of choosing to make music later in life. In order to support the development of positive musical identities, I began teaching rock band to all of my fifth grade students. This phenomenological case study explores the experience of six students who participated …