Mih Helling Oral Presentation

Derek became an acclaimed concert pianist by the age of 10. His longtime piano teacher, Adam Ockelford, explains his student’s unique relationship to music. Adam encouraged his obvious musical interest and ability, although it was obviously natural. Adam gave him lesson as child understanding

In a setting with someone with autism spectrum disorder, music therapists make use of music as an educational tool to encourage learning. One of the purposes of music therapy for someone with autism is to provide the student with an initial assistance using melodious and rhythmic strategies, followed by fading of musical cues to assist in simplification and transfer to other learning environments. Music therapy has been proven to decrease symptoms of children with autism, and could even facilitate motivation and social interaction. Even autistic children, who rarely or never speak, can respond to music; sometimes they may even sing along. Music therapy provides a tool that can link the gap between a non-communicative child and one who can

Music being a lifeline for individuals with all types of isolating emotional, physical, neurological and psychological conditions, has incredible effect to the autistic children. It enables the autistic children to interact and communicate to others and have improved learning

The first educator that I observed was Mrs. Crystal Sullivan at Fox Meadow Elementary on September 14, 2017. Mrs. Sullivan is a music teacher at this school and on this particular day, Mrs. Sullivan had special needs students in her classroom in the early morning. I chose to observe Mrs. Sullivan while teaching special needs because I had a great interest in special needs students. The students came into the classroom and first went to sit on the risers in the back of the room. Accompanying them were 4 other adults who assisted the special education teacher. Mrs. Sullivan began her class with the “Hello” song which the students were receptive to. She played a small guitar while singing the song and they also began to pat the beat on their legs. The disabilities of the students ranged from severe to non-severe. There was one student who did not seem to enjoy the music because he continued to cover his ears. The teachers accommodated him by encouraging him to listen and participate. Mrs. Sullivan used many engaging techniques such as physical activity while teaching her music class with the special needs students. For example, Mrs. Sullivan played the “All Fall Down” song on the smart board and each student performed a move at various times in the song. The students would either act like they were cranking up or they would crank down and fall to the carpet. She also utilized the parachute which students held and walked around as music played. Mrs. Sullivan also used dynamics

The modern practice of music therapy, however, didn’t become widespread until the 1940s, when hospitals employed musicians to aid in the treatment of veterans (“American Music”). Today, in the United States music therapy is defined as “the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program.” The goals of music therapy for children with autism generally include engaging the strengths of the child to ensure that they have the skills to be successful in

It's been a pleasure. We've been wanting to do this for a long time. I knew you were a sweetheart 'cause I've seen how you write, and I see how you encourage people, and it means the world.

To my amazing and talented nephew’s and niece; Blake, Brandon, Braydon and Brooke. First, I would like to let you all know how much I miss you and how proud I am of all of you. You have been growing so fast and unfortunately for me, I have to experience this miracle through pictures. I have been gone too long, the last birthday I was able to celebrate with you was Blake’s, in Visalia. Please believe me when I say, I think of all of you every day, no matter what I’m doing or where I am.

Andruska is also a professional vocalist that performs in various classical music settings. She is a cantor at several churches, and sings in various choirs throughout the community. When meeting with Mrs. Andruska in our pre-conference, it became clear that she prides herself on providing highly effective instruction for all of her students. She describes her teaching style as being diverse, given that she incorporates many different general music education methodologies into her teaching. She is Orff and Kodaly certified and works with students in our autism program (CAPS), special education programs, and general K-5 education

In a few short years do not be surprised to see the name Melani Finney spelled out in lights while you stroll down Broadway. Finney, an aspiring stage actress from Prince George’s County, will graduate from Frostburg this Spring with a degree in Theatre and a minor in Public Relations, which she hopes to use to pursue her dreams of becoming a well known Broadway actress.

When Chad Smith graduated high school in 1980, he encountered one of his most important musical experiences. Chad Smith was invited to start drumming with a band. The band was named ‘Pharaoh’ and it was a hit band around the year 1981. When he started playing with this band, Chad Smith met the band’s percussionist, Larry Fratangelo. With this experience, Chad’s drumming was increasing dramatically. “I think up until then, I was a drummer. Once I studied with Larry, I turned into a

Ronnie’s School of Music was thus established and open its doors for the first time in 1987. Currently, LaBeau teaches a wide variety of instruments, predominantly the piano, the guitar, and voice, but she also offers lessons in the ukulele, the violin, and many more. LaBeau guides students in whatever instrument they so choose, making certain that the students’ passion to learn music is met. One of her current students, Angelica Montes, remarks, “Mrs. LaBeau is open to whatever instrument you want to play, and the best part about it is that she’s so helpful and encouraging. My friend wanted to play the banjo, and Mrs. LaBeau helped her out. So for the upcoming recital, my friend and I are going to have this intense banjo/guitar duel remake

Gene Krupa made contributions by running a school with Cozy Cole, running clinics, and running workshops. He also was associated with “Chicago Style” music. He was voted America’s outstanding drummer for his work (Fairchild, Frederick D.).

Sam Ortega, a junior here at Chino Hills High School, is a kind and hardworking student. While most kids feel uncertain about what they want from their future, Sam has a clear idea of where he sees himself and is working towards those goals even at sixteen years old. Being involved in activities on campus mirror his future goals. His role of co-Art Director of LGBT+ Club is preparing him to one-day work at an LGBT+ Youth Center, where he hopes to empower and protect LGBT+ youth. Sam is also a part of our world record holding Drumline, and over the years he has grown so much as a percussionist. He began Drumline in 8th grade, playing bells. He went on to play auxiliary as a sophomore, and timpani this year. Sam's love for music drives him, even

Thank you. |-/ Your band, twenty one pilots, has done so much for me in the past year and there are no words to express how truly grateful I am for the two of you. You inspire not only me, but thousands who are searching for their purpose to create and find what makes them unique and happy, all while doing so yourselves! Even when I'm at my worse, I know your music will always be there for me.

The documentary of Autism: The Musical showcases children who have Autism Spectrum Disorder (ASD) and their families throughout a twenty two week program ending with a live performance. The documentary not only highlights the growth the children experience socially and emotionally throughout the program, but the challenges faced by the families and the strategies they employ to overcome them. There are five children focused on over the course of the documentary, Neil, Lexi, Henry, Adam, and Wyatt. Each child is at a different place on the spectrum therefore each family is effected differently by it. In fact each family can be seen at a different stage of acceptance ranging from sock, denial, anger, loneliness, sadness, to acceptance (Autism & Your Family, 2015). Lexi’s father Joe nicely describes some of the stages he experienced starting with denial which he said ended up taking over his whole life for a period of time, a period he describes as fix it mode, then depression because the parent realized that no amount of money or wishing can change the fact that the child has ASD and will always be living with it and finally comes acceptance.