Education and demonstration – Audio recording and visual means
Reexamination Certificate
2001-04-04
2002-09-10
Rovnak, John Edmund (Department: 3714)
Education and demonstration
Audio recording and visual means
C434S112000, C434S309000, C434S317000, C434S318000, C434S319000, C434S365000
Reexamination Certificate
active
06449460
ABSTRACT:
TEACHING METHOD AND KIT
A portion of the disclosure of this patent document contains material which is subject to copyright protection. The copyright owner has no objection to the facsimile reproduction by anyone of the patent disclosure, as it appears in the Patent and Trademark Office patent files or records, but otherwise reserves all copyright rights whatsoever.
FIELD OF THE INVENTION
This invention relates to music-based teaching systems, and more particularly to methods and kits for encouraging developmentally delayed or disabled children to interact through music and music-related activities.
BACKGROUND OF THE INVENTION
Music has been used for several years in working with children with severe developmental delays and disabilities such as autism. My own experiences in this connection began with my conducting “sing-along” sessions with groups of such children, playing my guitar and singing children's and folk songs while encouraging participation by the group. This developed into my providing the children with small song books and later in my experimenting with recording performances of several of the songs on a tape cassette and playing back the recorded songs while encouraging group participation through use of the song books.
The impact these music sessions have had on the children was quite noticeable, and I was curious to learn of the experiences of other professionals using music in working with this population of people with extreme disabilities. I chose to research the topic in partial fulfillment for the Degree of Masters of Arts in Special Education, and my project report entitled “Use of Music in the Instruction of Children with Severe and Profound Developmental Delays and Disabilities” was submitted on Nov. 11, 1998 to California State University, Fresno, School of Education and Human Development. Although this project report has not been published nor has it otherwise been made available to the public, a portion of the report is of interest to the background of the present invention in that it describes specific curricula concerning music therapy or music instruction offering goals of attending, responding, imitating and/or self initiation by developmentally delayed or disabled children.
In one curriculum for students with severe mental and physical impairments, Barringer and Liesman (1982) described a variety of activities including several based on music which were designed to stimulate gross motor movement. One example of an activity used the song “Shake” by Best of Buddha. While listening to the song, the children were to shake any part of their body they could. Another example used the song “Streamers” by Hap Palmer. Arms or legs were tied with crepe paper streamers and the children were encouraged to move them in rhythm with the song. The objectives for both of these activities were to have students respond to the sensory stimuli with a change in facial expression and/or body position and to have the students respond with a gross motor pattern when presented with music stimuli.
Barringer and Kosal-Smither (1985) presented an activity guide, designed for use with a large group of students with severe developmental delays. It offered a thematic approach to planning, and included activities with cooking, creative movement, and music, with music again being an important part of their offering. Their music activities were designed to teach cognitive, psychomotor and affective objectives. Music selections were chosen to allow work on the students' instructional objectives. A sample lesson plan included a hello song, a motor song (any song to encourage motor movements), an expressive song (to encourage sound-making), a receptive song (listen and perform the required task), a one-step command song, an academic song, an emotional or social song, and a goodbye song. It was recommended that the hello and goodbye songs remain the same for every session. They chose their songs from various albums of children's and popular music. Each of the ten complete music lesson plans consisted of eight recommended songs from various albums by well-known recording artists. The lessons were designed for children with at least good receptive communication skills and motor control, and assumed accessibility to numerous recordings.
Another curriculum, this one specifically offering music techniques for use with students with severe and profound disabilities, was developed by Pedigo (1986). She offered four levels of participation: awareness, attention, imitation, and self-initiation. Precise definitions of the response levels and clear, simple to follow activity plans were offered. Pedigo based her project upon the observation that students with severe and profound handicaps can learn important skills through music. In her introduction, she stated the belief that it is apparent that this population of students can respond at more complex levels than once though possible. The purpose of her activities was not to teach music, but to use music as a tool to teach other useful behaviors. Examples of some of the behaviors in each category sought are eye contact for awareness, reaching toward and/or touching the instrument for attending, duplication of the teacher's motion for imitation, and beginning or originating a movement or action for self-initiation. She too, believed in the use of music as a strong motivator.
An earlier guide to the use of the arts in populations with severe and profound disabilities was offered by Kohn and Williams (1980). The Kohn and Williams arts activity guide, including the category of music, aimed at three levels of development: awareness, imitation, and self-initiation. While the document did not report results of testing, it did offer a multitude of clear, concise, and interesting activities, including a substantial number with a musical motif.
These authors have presented curricula which use music as a tool in the attainment of other goals. Pedigo (1986) used music to teach a variety of useful behaviors such as eye contact and attention to the instructor or task. The Barringer and Liesman (1982) curriculum used music to develop gross motor skills. The Barringer and Kosal-Smither (1985) curriculum used music to teach cognitive, psychomotor, and affective skills. The Kohn and Williams (1980) arts curriculum and Pedigo's (1986) music curriculum were developed to meet a variety of cognitive levels. Each one advocates the use of music in special education for the severely disabled.
The publications of the authors referred to above, each of which is identified below, are incorporated herein by reference as indicative of the background of the present invention and as illustrating the state of the art:
Barringer, M. and Liesman, C., Stimulating our Senses: A Summer Enrichment Curriculum of Sensory Experiences for Severely Mentally and Multiply Impaired Students. Detroit, MI: Wayne County Intermediate School District. (ERIC Document Reproduction Service No. ED 224 210) (1982)
Barringer, M. and Kosal-Smither, C., Really Together Now! A Resource and Activity Guide for the Developmentally Disabled. Molehills out of Mountains. Washington, D.C.: Department of Education, (ERIC Document Reproduction Service No. ED 260 524) (1985)
Kohn, M. and Williams, J., Integrative Arts Activities Guide for the Severely and Profoundly Handicapped. Washington, D.C.: National Committee, Arts for the Handicapped. (ERIC Document Reproduction Service No. ED 232 370) (1980)
Pedigo, J., Music Technigues with Severely/Profoundly Handicapped Students, Indianapolis, Ind.: Very Special Arts of Indiana, Indianapolis. (ERIC Document Reproduction Service No. ED 277 195) (1986)
SUMMARY OF THE INVENTION
Reflecting upon my own experiences and the various curricula discussed in the literature as noted above, it occurred to me that further development of music-based curricula and materials were needed for better engaging children with severe developmental delays and disabilities to participate in activities through the sharing of music. Of specific concern to me was the c
Rovnak John Edmund
Weiss David
LandOfFree
Teaching method and kit does not yet have a rating. At this time, there are no reviews or comments for this patent.
If you have personal experience with Teaching method and kit, we encourage you to share that experience with our LandOfFree.com community. Your opinion is very important and Teaching method and kit will most certainly appreciate the feedback.
Profile ID: LFUS-PAI-O-2867359