DOCUMENT RESUME

ED 093 139 EC 062 409

AUTHOR Moss, LevellynTITLE Study of Music as Teaching Media for Improvement of

Speech of Trainable Mentally Retarded Students inInner City Schools. Final Report.

INSTITUTION Southern Connecticut State Coll., New Haven.SPONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau

of Research.BUREAU NO BR-2A103-FRPUB DATE Jun 74GRANT OEG -1 -72 -0022NOTE 50p.

EDRS PRICE MF-$0.75 HC-$3.15 PLUS POSTAGEDESCRIPTORS Adolescents; *Articulation (Speech); Disadvantaged

Youth; *Exceptional Child Research; Inner City;Mentally Handicapped; *Music; Speech Improvement;*Trainable Mentally Handicapped; *Vocabularynevelopment

ABSTRACTPresented in the final report are results of a 4

1/2-month research project to test music media for improvement ofspeech articulation and conversational skills of 46 11- to21-year-old trainable mentally retarded (TMR) students in New Haven(Connecticut) inner city schools. Included for study aspects arediscussions on the literature; stimulus for the study, such ashelping the TMR student experience a feeling of self-expression; andmethodology, which involved administration of the Templin-Darley Testof Articulation and the Peabody Picture Vocabulary Test (PPVT). to twoexperimental and two control classes in school A and to oneexperimental and one control class in school B. Procedures areexplained in terms of beginning with a familiar song, engaging inear-training and tone-matching games, practicing of rhythm patterns,learning a new song, and closing with a familiar song. Detailed arespeech articulation activities such as repetitively singing "Goodmorning, Miss Moss" for ,ractice in diction; and vocabularydevelopment activities such as describing the animals while listeningto a recording of the "Carnival of the Animals" by Saint-Saens. Givenare results which indicate improvement (but not at the significantlevel) by the three classes, and significant improvement by the oneclass (school B) on the PPVT as a result of reinforcement and reviewby the teacher. Conclusions and recommendations are given to includeneed for a longer experimental period and for more rote experiencesby TMR/disadvantaged students in learning situations. (MC)

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FINAL REPORT

Pro,',ect No, 2A103Grant No. 0EG-1-72-0022

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STUDY OF MUSIC AS TEACHING MEDIA FOR IMPROVEMENT OF SPEECHOF TRAINABLE MENTALLY RETARDED STUDENTS IN INNER CITY SCHOOLS

Lewellyn Moss

Southern Connecticut State College

New Haven, Connecticut

June 1974

The research reported herein was performed pursuant to agrant with the Office of Education, U. S. Department ofHealth, Education and Welfare. Contractors undertaking suchpro)ects under Government sponsorship are encouraged toexpress freely their professional judgment in the conduct ofthe project. Points of view or opinions stated do not,therefore, necessarily represent official Office of Educationposition or policy.

U. S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of.Research

ABSTRACT

This pilot research project VIRS designed to testmusic media for the improvement of speech articulation andconversational skills of trainable mentally retardedstudents in inner city schools.

This study did not expect to replace the traditionalteaching techniques of speech correction and therapy but todivelop helpful adjuncts to them.

The procedures focused on two areas: (1) improvementof speech articulation and (2) development of vocabularyskills. The instruments for evaluating these areas were:(1) The Templin-Darlex Test of Azticulation end (2) PeabodyPicture Vocabulau

The first area was concerned with expermenting withmusical activities that had repetitious but interesting waysto practice diction, to refine the hearing acuity of enun-ciation, and to augment rhythmic patterns of accented andunaccented syllables of a word, phrase or sentence.

The second area concentrated on the verbal expres-sions of concepts demonstrated by groups participating indiscussions while listening to recordings; and creativebody movements and pantomimes.

The researcher supervised the pretesting at thebeginning of January 1973 and the posttesting at the end ofMay 1973 of six classes with a total of forty-six (46)students. They had been previously tested, grouped andclassified by the New Haven Public School System as train-able mentally retarded students. At the beginning of theexperiment, their ages ranged from eleven years, threemonths to twenty-one years, three months.

Four of the classes at School A, an inner city school,were divided into two experimental classes and two controlclasses. Two classes at School B, also an inner city school,were divided into one experimental class and one controlclass. The researcher met each of the experimental classesthree times a week for twenty-five minute sessions.

Althongh some sessions wore subjected to change dueto the moods of the students or other circumstances, theresearcher followed a general music lesson plan for eachseesion: (1) begin with a familiar eong, (2) enjoy ea -trainin or tone-matehing games, (.3) practice rhythm pat-

. terns, (4) learn a new song, a new verse of a recentlylearned cong or review old songs, and (5) close with a fami-liar song.

Each area of study was limited in length of timeslong enough for successful, repetition and short enough forIntprost span.

In the study of the statistics of the experiment:the analysis of covariance was used for the posttest scoresusing the pretest scores as a coverlet°. The level ofsignificance was .05. The analysis of the final resultsfor both tests showed that the three experimental classesshowed improvement but not enough to be considered statis-tically significant.

Because the two classes at School B were self-con-tained and independent, the teacher of the experimentalclass rearranged her learning units so that she couldreview and reinforce the musical activities as presented bythe researcher.

In a separate analysis of the test scores at SchoolB, the experimental class showed statistical significantimprovement in the Peabody Picture Vocabulary Test.

The experimental classes at School A were scheduleddifferently into many multi-level learnings groupings. Itwas not possible for the teachers with the two experimentalclasses at School A to review or reinforce the musicalactivities as presented by the researcher.

Thus the researcher concluded that music mediacould be an important tool for improving speech articulationand vocabulary ski's first through enjoyable imitation,then repetitious practice and, finally, discriminatinglistening.

CONTTNTS

Page

Acknowledgments iii

List of Tables iv

ChapterI Introduction 1

Identifying the Problem 1Surveying the Literature 2The Stimulus for the Study

II Statement of Problem and Objectives 5

The Problem 5Specific Objectives 5Accessary Objectives 5Basic Assumptions 6Basic Hypotheses 6

III DescriptiOn of Methodology 7

Subjects 7Instrumentation 7Design 8Procedures of Data Collection 8Statistical Analysis 9

IV Description of Activities 10

General Procedures 10General Objectives 11Specific Procedures 11

V Results 21

Addendum 21

VI Conclusions and Recommendations 27

Limitations 2?Some Observations 20Recommendationg 35

Bibliography 36

ACKNOWLEDGMENTS

This project could not have been undertaken withoutthe cooperation of many people. With great pleasure,acknowledge my appreciation to Dr. Achille Riello, Directorof Pupil Services, Mr. Murray Rothman, Supervisor of SpecialEducation, and Miss Josephine Ruby, Coordinator of Speechand Hearing, all of the New Haven Public Schools.

My special gratitude is extended to three of my dearfriends and colleagues at Southern Connecticut &tate.Colleges

George Olshin, Professor of Special Education, whogave suggestions, guidance and encouragement from theinception to the completion of the project.

Kenneth Gist, Assistant Director of Speech andHearing Clinic, who did far more than required in coordina-ting the pretesting and posttesting of the two instrumentsof evaluation, and

Shawky Karas, Coordinator of Educational Researchwho gave valuable advice and thoughtful guidance in theanalysis of the raw test scores.

To all of these people, and to the students whoparticipated in the investigation, I am deeply grateful.

iii

LIST OF TABLES

Table Page

I Distribution of Subjects 8

II Analysis of CovariLnce: The leulla=ilmleaT.pst 91 ArticulFAIon. - Schools A and 13 . . 23

III Analysis of Covariance: Thp Pelbocl,y PictureVocabulary Test - Schools A and B . . . . 24

IV Analysis of Covariance: The Temolln-Darle.Y.Zest of Articulation - school B 25

V Analysis of Covariance: The Peabody PictureVocabulary Tost - School B 26

IV

CHAPTER I

INTRODUCTION

Identifylna the Problem

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This was a pilOt project to test classroom methodsand materials of music for improving the speech articulationand vocabulary communication skills of the trainable mental-.ly retarded (TMR) students in special education classes ininner city schools of the New Haven Public Schools. Thevarious media and materials of music education were studiedas to their utilization for the improvement of the dictionand the oral communication of inner city Tilt? students.

The trainable mentally retarded students were chosenfor this project because many studies have shown that speechdefects are more cornmon among them than among average stu-dents. The inner city schools were selected after it wasnoted by Murr:.y Rothman, Supervisor of Special Educationfor the New Haven Public Schools, that eighty-five percentof the TNR classes are located in the inner city schools.Mr. Rothman also stated his belief that this percentagewould be representative of many other school systems through-out the country.

The researcher believed that the TMR student'sspeech abilities are very closely related with his dailyaccomplishments: success or failure.

Because speech disabilities have very complexorigins and reinforcements, the researcher desired to givethe THR students two opportunities for speech improvement inmusical activities:

(1) the joy of successful accomplishments in a class-room situation, and

(2) the comfort of indirect practice of speech skills.

Another concern of the researcher was that TMR stu-dents should have some genuine successes, so noted by theirpeers and their teachers. A few real successes in musiccould bolster the near misses and temper the sad failures ofother study areas.

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Surveying the Literatlire

In view of consistent findings of surveys, speechdefects have been more common amon the educationally sub-normal students than among normal.

Stammering, indistinct articulation, and generalspeech retardation are found more frequently among the sub-normal students. These difficulties may not be due tophysical defects in the speech mechanism or in the brainbut may be the result of some deepset emotional conditioncaused and perpetuated by the mental condition.'

Speech or oral communication is very important tothe individualis ability to establish a social and personallife in his community. Speech is a basic tool for learning.Language functions as aq expression of the emotions as wellas a means of thinking.3

A careful preliminary search of bibliographies inabstracts, articles, books, doctoral researches and otherstudy projects failed to reveal any previous investigationsof this particular type or in this specific manner.

The singing activities discussed in books on theeducation of the mentally retarded children neglected thiscorrelation of speech and singing. One book was found thatrelated these two activities: Stn yur Wu to Betterqnpech, by Gertrude Walsh and published by E. P. Dutton andCompany, Inc., 1947. But there were no references as to thebook's use for the mentally retarded or for inner city stu-dents. In fact, this researcher noted that most of theexamples might not be suitable in levels of difficulty norin areas of interest for the mentally retarded students orfor inner students.

In reviewing both the general and specialized re-search and published materials in music for the exceptional

1Tansloy and Guilford, The Tducation of Slow Learn-ing Children. London: Routledge and Began Paul, 1961, p. 75.

2J. P. B. Dobbs, The Slow Learner and_ nusic. London:Oxford University Press, 196e, pp.7-8.

3Cruickshank and Johnson, editors, Education ofChildren and Youth. Englewood Cliffs, N. J.:

Prentice-Hall, Inc. 1967, p. 389.

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student, the researcher noted that there were only sixbooks published for the area of music therapy or music forthe exceptional child. All of these hooks stress the one-to-one relationship of child. to therapist rather than thespecial classroom of an inner city school.

Lo t;4 8114Y.

Language skills (clear articulation and vocabulary,achievement) are most vital for today's child and tommorow'sadult. The skills to express oneself verbally and to compre-hend instructions, comments or statements by others whetherin business or social contacts are as important as theabilities to read and write.

The nentally retarded students need vocabulary skillsin order to understand their on experiences and to be ableto discuss their experiences with their peers end theirparents. These language arts are very importan'.; to the in-dividual's ability to establish a social and personal lifein his community. LanuaF;e functions as an expression ofthe emotions as well as a moons of thinking.

Training in listening for comprehension of verbalinstructions and explanations also must be adied and prac-ticed by the mentally retarded students. Their educationshould also prepare the skills of communication for socialand business contacts and should help them have happy andet'ficient relationships as part of their skills for earn-inp; a livelihood. While mentally retarded students are inschool, thoy are gaining by instruction and encouragement inrehearsal for life as an adult after leaving school.

Alienated somewhat from their environment, the mental-ly retarded students cannot keep up with the mental develop-ment of the average students. The amount of their experi-ences for social growth frequently may be limited due to themany physical tests end examinations as well as numeroussessions with the school psychologist and guidance counselor.Frequently these reminders of failures have been scheduledduring the play or relaxation periods so as not to interferewith the "essential" subjects of reading and mathematics.Thus the mentally retarded students have missed too manycompanionable associations with t).,eir peers. These creativeor play periods are a main source of possible successfulactivities, a necessary element for positive attitudes andrenewed efforts for all study subjects.

Balanced educational learnings of cognitive (basicstudios of reading and mathematics). affPctive (creative andexpressive activities), and Moto is areas (physical

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education) are as important to the all-round growth of theTMR students as they are for the average students.

This research prOject concentrated on the affectiveor creative and expressive experiences primarily. Thesewore various musical activities to enable the mentallyretarded students to relax, to unfold, and to "let them-selves go." Thus they would gain in confidence, woulddevelop more positive attitudes toward their surroundingsand would become more capable of participating in theirschool studies.

It was the researcher's belief that the abilities tospeak and to converse are strongly influenced by socialinteractions and by group experiences, both of which can befostered in music activities and which bring some elementsof success.

Music activities can help the mentally retarded stu-deat develop the creative abilities to experience fun andpleasure within the group. Some of these satisfactions canassist in developing these social skills, all necessarilyexpressed in speech and conversation skills:

(1) to be recognized and accepted as a member of agroup,

(2) to have a sense of accomplishment and successrecognized by his peers,

(3) to experience a feeling of self-expressionthrough acceptable contributions to the group'ssinging and conversations, and

(4) to have a feeling of belonging, of self-worth asa member of his group.

These musical activities were singing songs, bodymovement of dancing, rhythm instrument exercises and listen-ing to recordings. It vas believed that the successes inmusical activities might fortify the Tril student whoseverbal sictlls might be trapped in a negative spiral offailures limiting his social development and relationships.As the music activities offer social improvements, the TMRstudent should feel more confident in the most importantsocial skill: speech and conversation.

CHAPTER II

STATEHENT OF PROBLEM AND OBJECTIVi3S

2119 P.XQM.e.L.

grneysj ;51-allent

The purpose of this pilot project was to test theuses of music as teaching media for the improvement ofspeech articulation and vocabulary skills of trainablementally retarded (UR) students in inner city schools.

Specific Oblectiyes

(1) How can singing song?;.; and musical games be used forthe improvement of articulation of individual words?

(2) How can playing of classroom and rhythm instruments becoordinated to encourage rhythmic speech and melodypatterns in words, phrases and full sentences?

(3) In 'what ways can listening to orchestral recordingsactuate pantomine in body movement for the develop-ment and the improvement of vocabulary?

(4) How can group discussions while listening to contem-porary popular sons, Broadway show tunes, and shortclassical recordings stimulate and expand the use ofvocabulary in the social conversational skills?

(5) How can token reinforcements be used as rewards forencouragement to try new verbal activities or skills?

Accessary ObigalLzes

(1) to encourage activities for experiences in fun, groupparticipation, and achievement,

(2) to develop positive social attitudes through improvedskills in singing and speech,

(3) to understand and enjoy conversation skills of talkingand listening, and

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(4) to experience body movements fora sense of rhythmand muscle coordination.

EarteA2MmPticTs

It was assumed that the functions of singing andspeech are closely related since they use the same muscles,breathing mechanism, bone structures and body cavities.

It was also assumed that singing can facilitate aslower and more manageable pace for improving the articula-tion of tho TMR students.

It was further assumed that music is a social meansof communications, both verbal and non-verbal, and thatsuccess in this area would be a benefit to the social dev-elopment of the TMR student to be utilized in vocabularyskills in conversations.

It was likewise assumed that the TMR student wouldbenefit from successful experiences as an individual in hisclassroom or as a group member of this class.

I. It was hypothesized that singing can improve the arti-culation of trainable mentally retarded students ininner city schools.

II. It also was hypothesized that the vocabulary of train-able mentally retarded students in inner city schoolscould be increased through group discussions centeredon the texts of songs and through guided activities ingames and pantomime experiences organized to recordings.

CHAPT311 III

DI5(1!ITI?TI MT3`...10TDOLOG..X.

PlOalPet2

Tho population for this experiment consisted of sixinner city classes in the New liaven Public School System.The students of these classes had boon previously tested,grouped and identified as trainable mentally retarded stu-dents. Their chronicle ages at the beginning of the experi-mont in January 1973 ranged from eleven years three monthsto twenty-ono years three. months.

"'OUT classes were in one school which shall be knownin this project reoort as :3chool A. The other two classeswere in another school which shall be known in this projectreport as Ochool B.

IristrIllolltaV9r1

Two nationally standardized and validated tests werea6.ministered to all of the students:

(1) pl mr1911n-qa121u Trnt pf Articulation, and

(2) The Ppa:bpdx. Picture yperbulaLy1 Tost.

The nubtest or Sereeniw.c Test of the Tclplin-qarlgyLs of p,..r..tApplatio.n. was chosen because it could be livenvery quickly so that the test scores would not be subjectedto the variance of boredom, short attention span, build-up ofantipathy or fear of the test, and of time for recall ofother unfavorable experiences of frustrating tests.

kinlporAV riCtUrp Vocabulary Test was chosen be-cause the subjects were not required to read or speak .sothat neither non-readers nor speech-impaired students of thetrainable mentally retarded classes would be handicapped intheir scores. There was no time limit on the test so as tomake the trainable mentally retarded student feel rushed orpressured.

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Of the four classea at School A, two CiAHSOS weredesignated c experimental °lessee and two classes becamethe control chases. One of the two classes et School Bwas designated as the experimental class. Thee other olsabecame the control claes.

Duo to transfers, illnesses or othor causes forabeences, the total number of eubjects for the protestingand postteettng was as follow e:

Saw. .06... .TABLE I

Distribution of Subject`

ExperimentalClaeees

ControlClasses

School A, Class #1 6 -Class #3 7

Class d2 7 Class #4 la

School B Class #5 8 Class #6 8Total 21 25

0./..9.

This experiment was a non-equivalent control designsince the control group and the experimental group did nothave pre-experimental samplin equivalence.

Both groups constituted naturally assembled collect-ives such uS clesees of pretested and identified trainablementally retarded students of clesses in inner city schoolsand of students with speech problems.

It was expected that the main variance would be thegeography of the schools. This variance would be limitedsince both chosen schools were inner city schools thus in-dicating more similarities than disparities.

Procedures of beta Collection

Both the experimental group and the control groupwere pretested at the beginning of January 1973 and wereposttested at the end of l'iay 1973.

The researcher met each experimental class threetimes a week.

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The control classes hnd the usual or normal activi-ties of trainablo nentally retarded classes in an inner cityschool: the sovions of their clansroon teachers and thecity assined speech specialist or therapist.

It WAS expected that the control group would establish"avenwe" improvement of speech articulation and growth ofvocabulary of a treAnable mIntally retarded clans ns thehistory and Nnturntion of both the y_perimental group and thecontrol rToup should be As clearly related as possible with-out havin randomization.

5tatiatical Analysis

Analysis of the covariance was made with the protestscores used as a covariate.

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MOTE: IV

DESMPTION OF ACTIVITIES

Gq11Pr,a1 PI:0(2.011UP.

The general procedures for this pilot project werebased on the promise that languap.:0 skills are first imitated,then practiced, and acquired by the refinement ofgUided stvdies.

These general procedures had three areas of concern:(1.) enjoraent and enrichment, (2) skills, and (3) concepts.In that eequence, the enjoyment and enrichment experienceswould build success for the feundation of skills. The deve3-oment of skills would give underst -ling of concepts.

Coming in full circle, the trainable mentally retardedstudent would have further enriched activities which wouldlead to more advanced skills which In turn would developmore bacround, information and abilities for larger andmore complex concepts.

The researcher was concerned with the use of musicmethods and raterials for the improvement of speech.artieu-lation and conversation skills of trainable mentally retardedstudents in inner city schools.

The use of music methods and materials was not expect-ed to repine° the traditional teaching techniques for speechimprovement or therapy but to be used as helpful adjuncts tothem.

In preparation of the selection end coordination ofmusical materials and activities, a review was made as to .

the basic causes of poor languaG.e and speec'l for the train-able mentally retarded students.

One of the most important elements in the dysfunc-tion of speech or lanuage communication was the psychologi-cal factor. Nest of the trainable mentally retarded studentslive In a very sheltered, protective and tense environment.Parents have difficulty In accepting the retarded student ashe is. As a result of this concern, they tend to shelterand protect the student and thus isolate the student fromother students.

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The isolated retarded student is limited in hisopportunities of interchane in talking. Therefore, he hasa limited background of eporiences In the uses of words forvocal:ulry buildln. Another result of this Isolation isthe limited opportunity to practice techniques of expres-sion: the discussions and comparisons with friends of theirshared experiences.

Good speech develops in an encouraging and approvingatmosphere. Too often the retarded student haa had too fewexperiences of encouragement and approval and too many ex-perieneos in insecurity, timidity and shyness.

The retarded student in too inexperienced in inter-personal relationships to be aware of vocabulary for abi-'stractions and generalizations from his experiences.

With these problem areas in observation, the ro-sev.rcher developed three general procedures to be consi-dered as background procedures with each of the specificprocedures.

General (Thjectves

(1) to develop a classroom atmesOlere of encouragement,approval, and cooperation between the researcher andthe class students,

to recognize and accept every child's contributionto the classroom musicai_ activities, and

(3) to encourage peer recognition and understandingamong the students.

apecifAc Procedures

This pilot research study had five specific objec-tives which were divided into the two basic areas for test-iwe, the two hypotheses of the use of music activities asteaching media in the improvement of speech articulation andvocabulary skills.

The researcher met each experimental class threetimes a week. Each class period was twenty-five minutes inlength. ;Most of these class sessions utilized a generalmusic lesson plan as follows:

(1) to begin with singing a familiar song,

(2) to have an ear-training or tone-matching game whichutilized an initial consonant and one vowel

ber0.nninr! with the plosive, then the fricative andending with the nasal consonants, or a short phraseor wiyrds.

(3) to experience a few rhythm patterns with clapping,rhythm instruments, or body movement c.ctivitiou,

(4) to learn a short song, a new verse to a recentlylearned song, or review old songs, and

(5) to close with the singing of a familiar song.

Both familiar and new songs were chosen for theirreinforce, !lent of sticulation skills as well as conversa-tional interest to inner city school children.

Each area of study was limited in lenp;th of time:long enough for s2y.:,,ces.ftll repetition and short enough for

r;/);:tn. The re,3e64rcher was concerned that only a!;iount of learning 'was possible in each class

session and that too long a time for one activity mightrecall past struggles or even failures. It was the opinionof the researcher that short, successful "appetizers" wereexcellent motivators for learnings in the next classsession.

The first hypothesis to be tested was concerned withthe first and second specific objectives which were centeredon the improvement of speech articulation.

Procelprs for Speific 0NrcItivq, s How can singing songsand musical gcraes be used for the improvement of articula-tion of individual words;?

The area concerned in this specific objective coveredthe coordination of the smallest group of muscles in thespeech mechanism: those required for the enunciation of oneinitial consonant with one vowel. Some examples of theseprocedures are as follows:

A. Tontr:1711nP7 were used to involve repetitions ofconsonants in short; phrases sung by tho researcher andechoed by the class or individual students.

Exe7T:10:

Researcher Gary

...(-::

Good morn7:ing, Gary Good morn-In, hiss floss

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Other short phrases with similar short melodies weresung by the researcher and echoed by the class or individualstudents. Ivery student would have a turn to participate.

B. 17-%.r.tri2T=.1es of reco2;nition of verbal sounds woreused to A.provo .to student's acuity of hearing and listen-ing to nonsense syllables usins on Initial consonant andone vowel.

A basic rhythm patter of long, long, short-short,long, L L S3 L, or 0 was used in many activities.

Flnsh cards, each with one large printed consonant,were dosiFned with a dark color for the voiced consonantsend a light color for the voiceloos consonants:

rod D - emerald green V - orange- pin' T light green F - lemon yellow

- purple- lavender

Ex=1q)

The researcher would speak and hold the flash cardwith tlio letter:

Bah Bah Bah Bah Bah (rhythm of L L BS L)Poo Poo Poo Poo PooDay Day Day Day DayTee Tee Tee Toe Tee and others.

C. Irtddf.r=1,V1 and musical syllables were incorporated toteach concepts of high/low, soft/loud, fact/slow, up/downand same/different.

do soti fala miso refa domi tire lado so

The researcher used hand levels (palm down and atright angle to the body) to demonstrate higher or lowerposition of the syllables for rote learning as the trainablementally retarded students could not read the syllables onthe chalkboard.

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D. ;:1::;11e_frov,1 with considerable repetition of linenof text were w ?.d. to help the stur:ent to improve the actualsounds that he uses to sing or speak.

Rise and ShineCome and go with me to that land;ise man built his house upon the rock

Old haeUonald had a farmKum YahShe'll be comity; round the mountainlive in the city

Pr.durcp_foy§ gI npflp bc.tiv.: How can playing ofclassroom instruments 'co coordinated to encourage rhythmicspeech and melody patterns in words, phrases and fullsentences?

The scope of this specific objective was centered ontwo basic FTeech defects:

(1) retardation of speech due to lack of associationsbetween words and concepts; and

(2) rhythm of speech due to stammering or too fastjumble of words.

The procedures of this specific objective were con-cerned with speech dexterity of the trainable mentallyretarded students, the coordination of syllables Into wordsfor short phrases or rhythm patterns and the further coali-tion of word. grompinz into sentences.

A. Pu:2_stWf;1; were used for both sounds and body coordina-tion for Yhythoic coordination. First, the researcherplaced only one drum stick on the desk in front of each stu-dent. The student then was Instructed to pick it up. Theresearcher made no attempt at this time to teach ''right orleft hand."

The student then echoed rhythms played br theresearcher: 14-7tA (1) or Short-Short (3 3).

(1) L L L L(2) L L SS L(3) I. L LX (the student spoke "sh" for the rest)

These patterns were practiced as other examples of

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ear-training with primary emphasis on pattern (2) L L SS L.

After pattern (2) was performed fairly easily by thedoni.n the stuont was instructed to put; the drumstick in the other hands This experience provoked somelauAtor at haw different it felt to uce the other hand.

The EIRrV) patterns were practiced. Now the patternswere sqx.lowho.t fivIllicAr but the new learning; were theoxpc!rlonees of using the non-dominant hand with the drum.sticks..

After this experience became fairly comfortable, thestudot wat! Oxon a second drUm stick. Now tho studentpla,yrd the Sm:in rhylin patterns with both hands. Noatt(,:r1Pt tires fm,,,de at this time at alternating right/lefthands in the rhythm pkttorns.

SY.-:e the students partleipatilv: in this pilot pro-wom, 1;eonq9.ors, the riotivati on of usin real drum

stick ti wrts vory hir;h. The researcher was of the opiniontint in a lonr7Jr research period, the studonts 14ould hovebecome fctirly comfortable using patterns that alternatedleft snd right hinds.

3. Aerc:on,tetclaccentedsyAlp).21(1 of students' names,places pnci obects in the : classroom lere played with thedrum sticks.

George Browni ng, Peagy Dailey, John Smith

L S 3 S S S S L L

Now Haven, Hartford, New York City, Washington, D. C.

L S 3 L L L LSS SSLLLchalk board, window shade, moving leaves, blue bird

L L L S S

Tambourines, maracas, and claves were also used inthese exercises. These rhythm instruments were used for thebasic pattern: L L S S L. Later the rhythm was played onthese instruments at different physical levels: high, middle,low, front, behind, left hand, right hand, etc.

C. E::742A1iar_ss. were sung and played by the drum sticksfor each syllable of the text. The next step, if a longerresearch period had been available, was for several students

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to vIlay the basic pattern while the remainder of the Classsang the words of the song.

With all, of the rhythm instruments, particularly thedrum stielts, special opportunities for the students to "bang"the instrrLlents very fast were provided. Otherwise, thestudents ''played the musical instruments" and did not ''banglike a baby."

D. pr,finnAn!::.; and patterns were used with rhythmpattern(1) I. L L L. Five basic Orff techniques wereutilized.

(1) clap C (hands)(2) snap S (fliv;ers)(3) patschen P (pat thighs)(4) tap. T (ono or both feet)(5) nod N (head)

ExannAp:.

C C CC S S

C P C P.

C T PC C C N and other combinations.

The reSearcher would illustrate one pattern and thr: studentswould echo it.

The second hypothesis to to tested concerned thethird and fourth specific objectives which were centered onthe development: of vocabulary skills in these four problemareas:

(1) poor backF7round of speech and language (lack ofopportunity to talk with peers or with adults),

(2) limited background of experiences (shortage ofactivities for discussing or remembering eventswith others),

(3) discouraging emotional and social factors (shynessfrom Insecurity in lanuage or withdrawal from fearof askipr questions and seeping help), and

poor capscity to rzeneralize (limitations of thinkingbecause of the extra need to deal with words forabstractions).

Procedures an: SPecIfic chjec4 ivg_21: In what ways canlistening orchostral recordin;:s actuate pantomime in bodymovement for the development and the improvement of

-16-

vocabulary?

This specific objective pertained to stretching thetrainable ohtally roUhrded student's attention span forsounds. In ;2;onerel, the student uas enoouragod to listen tovarious musical recordiny;: short compositions with only onomood; thorn with two moods for A 13 A ternary form, thosewith several moods that could be grouped for a short storysequence. The recordings wore selected from classical andcontemporary popular music.

A. P:::7)(?, cl.(MO of high/low, slow/fast, And loud/soft wereintroduced while listening to records by expressing bodymovements.

Examne: Music: Ilzasillt, a contermorary instrumentalponuler comnosition

Nove fth:ers fast(slow) when the music is fast(slow).Nove bluds high(low) when the music is high(low).Move Imnds and arms big(small) when the music is

10Ud(SOft)a

Disonsions were encouraged as to how you know whenthe music enessed one idea, changed to a different ideaand sometimes expressed two ideas at the same time; loud andhigh.

A simplified version of this exercise was frequentlyused es the first activity of the general music lesson plans..botitutin for the opening familiar song. At thisactivity, the body movement was led by the researcher andimitated by the class students. The sequence was asfollows:

(1) move fingers fast to music(2) move both hands up and down about six inches(3) move both hands ebove head and back to chest level(4) move one hand hIp:h and down, the other high and down(5) Move both hands forward to arms length and back to

to first position.(6) move one hand forward end back, then the other hand

forward and back.(7) have students stand up and bounce/bend knees in

rhythm to music while doing all patterns with handsand ms as above.

(8) balance on right foot then shift balance to left footwhile continuing movements of knees, hands and arms

(9) Do everything and turn around.

It did not matter if the students did not followexactly. They seemed 'to enjoy whatever they could follow.

-17-

B. for non-verbal expressions were explored whilelistenin to Aort descriptive orchestral compositions. itWM; hoped tht the s',:-Wents world learn to use creative bodyrrc,vnto to c:wLc:s 1.dro; fccO.in that would stimulatetheir porsonnl.verUal oomments and discussions rolong theother students.

E7:7,)!1121q: music: '.Ch tIr "aimr1.1,c; bY Saint-6nens

The students listened to the music and described theanimals as bicimall, moving bilsmall or fast/slow, walking,running, hopping, sliding, etc. Students then moved theirfingers on the desk, hrinds and arms in the air, or hands,arms nnd torso while t,-Indinr.; in one place. A few of theanimals were demonstrated while walking around the room, ex.the elephant.

liusic: The Sqrccy2r1 Aurentice by Dulcas

It vas hoped that the children would discuss thestory and 'would pretend to pantomime movements to expressthe story.

The film strip was shown while the record was played.Sorge discussion was stimulated. But the project Seas dropped,as the stuaents seemed bored with this musical solectien.The roscarchor suspected that those teenagers had had -toomany repetitions of the same activity: look at the same -filmstrip, listen to the same record., nany times throughout theirschool years. Now the attention span or interest level wasvery minimal. It seemed too 1pte at that time in thereso?,rch pro ect to start another pantomimic game with aprograaaatic orchestral composition.

The researcher had hoped to discuss the musicalexpressions for ()vents in the story such as loud (strong),high(delicate), soft (mysterious), fact(chase), slow(dreams),and others.

Proepstur_ef frr : How can group discus -sion, 11.8 tordn,r,,, to con:c.c.porary popular son7,:.3short class' cal reeo-rli rlfs , st!: :aulate and expand the use ofvocabulary In the social conversational skills?

This specific objective was concerned with thetrainable mentally retarded students' verbal relations toother people: his peers, the researcher, and his teacher.

The researcher was concerned with encouraging anenlarged spectrum of expressions and feelings for the train-able mentally retarded students in inner city schools. It

-18-

was believed that those teenaed students hna experiencedmany fcell.no that could be coordinated with valsical

It 1,7as the belief of the researcher tht theseactivitie must; 1c experienced for a feelirw; of accomplish-Mont and hpfLncsbeYove the retarded students in intwrcity schools would to able to vorbalie hi thoughts cqparticite in a d.$3 usSion with hi8 pr 8 Or the researcher.

It was hoped that the student would becee leasdefensive and 1w3 reserved in the situation of pretendwhile listenin to music.

Selections perfor7aed by Stevie Wonder, Jamesliroun, Jackson Five and others.

Tho studentsexhiLlted thoir feelins and partialcolmuniction ,41.th each other, the ',:searcher s.n1 theteacher of the cls by facial expI,essions of enjoyment andbody :1-77.1.o eV relAd positions or htovements. But theverbultion as liited to the texts of the sonRs, socbsic i ia about .the artists' persenal lives, mld verygeneral terms of appyoval for the recordings.

j=';: How can token rein-forc116s be tzie.;. nu re\tri3 for -.A-,ourggomont to try newverbal activities or skills?

At each class session, the rosercher carried a clip-board with a po,e for each c1, givinc; the tieC of theindividual stulo-clts. At each clss 8ession, the researchermared ;7Meh stuCtnts were present or absent durin thetone-flatchin

After the researcher felt a rapport with the studentsfor all of the activitios In tho general music lesson plantv7ta Leon est!:,,blisha, the plan for tcAen reinforcements forencouraement of now verbal activities or skills wau intro-duced.

The plan wns announond that each student who receivednine pluses for the three class sessions would receive atrent on the last session of the week.

Pluses were noted for participation in the variousmusical activities. No minus was given for lack of partici-pation or for poor quality of participation.

For example, after the tone-matchilv; game, theresearchr would call ech naL:e gnd Aik, 'Did you do theexeroise7" The student would nod or say yes. Then both the

-19-

researcher ond the sturient woul6 aoknowleo the vork andthe reeeeeher would °Thet Is a forand very cloVeiowlly f,efer;'. the plus OA the clf,on pa;;o.

The se-le peciewinee was followed for eirf:One; tho songAnd for O oti:er aotivity. Therefore, it WA2possible for c!:oh 7]Lulont to reeeivo at; least three plunesfor eaeh c:wss 1:;t.3St0A.

At the end of the third seeSion in tho yeetz, theronearoher would add up tho plunos out. loud for caoh student.As the nalo of Lh3 student with nine pluses was called, hewould oome to the front of the room and choose hi n trout/reward.

86:4e of the treats that the researcher took to theclasses Wove various condy bers, petatoehips/oorn curls/eornchips,. or pac:mes of lifeeSeVere As n side reference tothe latter, the researeher noted that "blue does not sell."?done of the life ,civnzs in the blue eackaos were chosen asthe red, yellow, green. and Nultioolored yore proferred..

The reSoercher noted that the students were aspleased to have the reconition of success as to have thereceipt of the treat. )11t. it ,:zee sad to note that tho fearof failure in a "new verb Il/musioal skill" far overpoweredthe desire for an extra plus.

It was very doubtful if the students would have trieda r& Activity for a plus, even if it were neeessary to.receive a treat. 'iost of the -time it seen ed that thestudents participated In the museloal activities becemse theywanted to participate. The receipt of the token reward, a

an rIci(ied bonus that their participation wascorrect, a suocass.

Even so, the researcher is of the opinion that thetoken reAforceonts were particularly import:rent for thestude:,nte inner city school who may not have beentrained for or nave associated with the middle-classAchievement system of study for Its own sage.

- 20-

CHLPTiiA V

ThAt: ntlot prooct dosii;nd. to invetIp:tAto tLefcaFJWfty and fuction%11 of u:itn mnsical iovials and.aonviios to aitd. convoy-cat. c I I lu of trainne ont111:; rci;a0ed. students in

ro)..Ilt:.1 of th!Ls :vreprontc..6 i':,1olln!-;1en of the: o rosults

eucat:Ional prnctice!..3 andrcerndHto:In fuvther resen-fch wUl be found in thefinal c11-.,:,

An15:,. of covz,.ri.nnce was )sod for the posttestscores un:t, the. prof.est .(,)1'.08 UT a cov'..triqte. The levelof ;,A:::nt'ricr.co .05.

Pro Trn)le IT the null ni was occepted .first reeh ws rejoeter2. There 12 no sini-f)cht 6.1ffeellco btween the cxei rind thecontol 11(wever, the e:perleatl jj...oup iiMod

cont.rol 7..roup; but the diffencoM:13 hh onouO to be st;:tistically

Fror Table -III the null hyl)othests was accepted. Thesocond re-1h hypobhsis relccto. There is no 81:ni-fi e- ri d Coi rn e c en the oxperIoh01 ,7ro1.' p and thecorlrA. liever, the o:mcrimnibnl LOU)p: J.ncd hiz:.;her

thTt 't.. of the con':.rol tho difference was nothif;n cnou-;h be b ntntli.;tically sintficrAht.

tslcip.rolm

Been:use tho two clesson ot School 9 were self-con-tflined rAnd 5.ndonendont, the cher of the experimentplclsr rerined her lenrnin units no ths.t she could reviewond reinfore.e t;he nusical activities os presented by theresearcher.

71-cnuse of this reinforcement, the scorns for thetwo cones of School 3 were analyed in similar manner toTable II and Table III.

In Table IV, the Te,11-011,-0-krleir Te.st, of

tho ri thr:i. JOIlrD;) E, tJ, nor° uru.... 1106

to iy.!

Ti-i. V, the'-o14;) ;..hooa liuitJ.

p/1111

Tho ,(Jchool '4ore

difrtJ:! ItJ"..()1' tho v,.V;!1 two (!perit1i:,a1

to orpl.nt by

Analvss of Cevr:-Ifl.nc.2 of ...7osttcst Sco-rrsc.

uslaz the Pretezt ..)sorcs cs a c'ovrit--

T OF ARTICULA1-ICN

Sch,-,cls A and B

S. V

.S

Sx

SP

SS

d.f.

1817.3

1654

1507.1

13.5

113.5

--ror

8478.7

6387.4

7776.9

2183.0

414.

isa

r"

J..

110296

9285

2196.5

46

.05

1--et,e-,

--

v.ean

Control GrOUD

32.18

34.59

E::nori=tal

Group

19.230

T:27_7', III

Analysis of Covari=ce of Po---tter,t c^ort,,,

S. V

.

us r.< the Fretp:-3t Joors. n- n

TH.7 F-AB07,v

'7",3ST -

SSx

SS_

SS'

../

Sc?...colc A and S

1.7

T,-eatments

3429

2938

2516

01

4. or

14371

12032

11629

1555.0

45

-7:1

,4,

f;

Total

17800

14970

141;:5

1555

47

> .0

5

1̂/4071"7-ol Croun

Pretest Mean

59.70

Posttest Le:_m

61.53

trznorimcnti Cr01771

42.03

T.,

30

mill

=r1

";;'TV

S.

V.

Analysis of CovariRnce of

St pct S

using the Pretr,st Scc7-cz as a

THE TENPLIN-DA-RLEY TEST OF ARTIC012,7TON - School

d.f.

SS,

Between

117.980

17.98

.669

Within

13

366.966

29.92

Total

14

484.946

*p).05

There is no significant difference between the two

groups

Gre7TO

777-)P,-i7Prtrl Crovn

Pretest Nean

/6.0

18.5

Posttest Nean

17.2

522

.7

ano.zo Tz1:41.11.«.-Guxa

ano.zo To.xquo:.;

moN qsaqqsoa

=caw. 4seciasa,.

-dno.zzi Io.7.4";o0

u;;Li.fl,.11,314;174 acIf;u.eoTjTuflTs sT

.tea

T-G,4uaTzwodxa

Gvw

'sdnoa2

1;.3?4zaq.

quz:...3TjTu21-rs sT ozazu,

50>C1

4

IC2*COZ

Si

reqoL

ZL'9C

Z9I'17ic

ti

LIT1.14TA

699'621

60040T

UC2017-

2:ISSW

TO

07.0=7,7, 2-:Ev7n7YocA

sozo:;s7

3r.i-;;3:1

sGaocp qsogqcog Jo a:)=-;.7,:tAoc Jo

A 7-iT.:1T,

Tp

AS

CITAPTIM VI

CONCLU'6ION11 tdd) J)t

TM njov pnrpo:le oC th.1:1 0.1t project was to studythe: fcisb:!.ilt: of Lmt:lo ns C.hJ. fey tprovinthe nrt.1(;11) arkd ecliverutnn.1 :kIJA>3 of trninablo Lion-tally ?.-12,',c(Tt t,.tLnt In m:ex' o'Lty t:ohools.

to 11:71tonally strAnC.c.,rj5.ca nnd vrli.datedf

thc.

;Ihoc,1 th?,t tho experiri.nnC,a1Imr.1!(..,v(..,:lnt in 21).:::e!".ii ::cc"lculWon

voo.111,vinry -hnt no 'c, f.:neuh to he cons. 6.ored catistie.nlly

SinIfIcnnt irrprovon ; :n ihei by the exper%mentalclrIss :2, In th c f;o,.)s of thr

T).1 ' of th1:1 rerrin(!od he'[let:.1v-itic:;. in oc.!(--? to cn tld ronforoo the

murAeal Si praeritcd by tho iarc}ir .

It vs noted thnt the Illnrovent wns in the tonttbftt t;ho. r000gn).4,1on of a word. vithout spakin ; that vord.The rs(1],ohc:r eonco.,1 this to b;.3 Inin,7ful for heIpity.;

stuJents, Ut:;cd on one of thethoori in JrtF,' tht a stuJo.nt must know the wordand rcocyrIli%0 the utid of the word before he will attemptto say the 'v;ord.

In conclusion, the researcher would like to point outthat this silot rp:oject has dei.:Ionstrated the possibility thaLmusicl activities end materials can be an effective educa-tional tool for the improvehiest of articulation shills andconversational skills.

While this pilot project covered a period of onlyfour and a half months, the researcher feels that a longerexperimental period utilizinp; three weekly sessions given bya music specialist and nucmen'ted by the review and rein-forcement by the classroom tt.,,Acher would be warranted forfurther study.

Limittioii 5

The, KeiclAn-Dorlex Tk; o tyrticulation tested the

7-27-

enunclr.tIon of Gho f_ltudcries, riA,1,u.; their 1:ueech as corrector Ins,orrict r:Hk;10)..ar-It.1.01 Ct.r.3 the title of the text.But no n.o.e.rin: 1!,r; 20iwiole for 1Jiprovemont of phonation ox'the so.u-;(1 t11,.! ritut

Seven:.1 students, with mInIr:n1 vert,nlintion, coomAto ',Jow Imm:.o',7 In phontion: quality of sound, volurJoof sountl, ant). imle of nitchea, ail nocossiry inf<redientsand the first reeP for spoech articulation.

Ono oatrewth of th.t s nToloct could not be measuredby this test. ()he ninotf:n yonr old girl, !previously to thisproloot,, tivi cicvelopd 111(1 intsined a rather elaboratenystl of conmuentIon threuh pneo-nime and tu'rec.

Durir the oxpn,:ntntIo pericM, this seemed to chanr40her tt:titudo toar(1 spc::ch and bein to make elenientncysoum'ts : nd to try rudintary exercises of the speechnusclos. her ton:4 s,:.3d to relax somewhat and her lipsbean to form sRpcs or positionJ for onunclatinz someconrIonants. her "i'JiproveLient" In phonation and attitudetowf..ird so7lech would be reconiv,cd by the ro:.;earcher as

but would not be recoiolled by the speecharticulai;ion test.

Another oloc-:iont in the tenting vas of concern to theresrcher, Ir.otivatLn of each studetlt to "take" the test orto try to answer .as many custious as possible or to stop"while still ahead" with answers of no risk.

Both of the tents wore constructed so as to tcst howfar or how much of the test was completed , and not how manycorrec.r, ansers out of the samc total questions, by eachstudent. For this reason, the researcher wonjors ho;/ manystudents "quit' the test at some random time for somepersonal reason.

During the pretestin and the posttestin, theresearehr as in the school buildinc; for any assistance asto equirm::nt or coordination of stu3ents that could be givento the speech testors. The researcher did not go into thetestinF, rooms with any of the students so as not to addanother variable, the personal relation of each student tothe resoarcher.

One exception was made for an ehlotionally disturbedgirl. Her classroom teacher had gone with her for the pre..testing but was absent on the day of the posttesting. Thisgirl would not have rz:ono by herself as did the other studentsso the researcher escorted her to the testin room. bhebegan the testin7, very well and seemed to enjoy partici-pating. But suddenly.she wanted the testor to "have herturn." When the testor did not "take her turn," the student

-28-

persteted several more times while not answering thequestions that were a part of the test. Soon the studentlost interest in the test, either did not answer thequestion or answered as if in a game of chance, this one orthat one, etc. As a possible result of this, this student'sposttest score vet; lower than her pretest score.

The researcher neked the tester particularly how(mother individual student reacted to the test. This stu-dent seemed very eolfconscious of his age. He had reachedthe lege' limit for etnyin in echool, twenty-one years old,durire=e the previous NOVONL,01' and thus in June of theexperimental period would be forced to leave the classroomof his friends and femillar activities. It seemed to theresearcher, 811 dur. ink the experimentel period, that thisstudent could perfornitelk end take pert; in the musicalactivities ee well ;IS relete to his peers and the adultswhen he felt very certain of succeseful results. Thisobsertation seeeed confireed when the tester replied thatshe thought the student could have gone much further in thetest and could have scored better. His score for the post-test showed only learginal improvement.

SPmg_PMantl.eges

1. '.1...1:el,fn17:$21PrloJre1esj:udr!rYPJ.C..211

A. Paicice pf beeeves

Mnny of the TOR students found the music activitiesin the eless offered them a chance to ao things with theresearcher or with others in the class. Thus the TIM stu-dent; who was not a leader C "king'' of a group, was able tofind a personal eetiefaetion in the musical activities, tofeel a soc ial equality to the leaders in the class.

The researcher was under the impression from numer-ous reading; in the education of exceptional children thatTMR students would tend to be passive and over conforming.

This pilot project proved this theory to be com-pletely incorrect. The researcher found it necessary tochane;e the pace of the lesson plans as well as the sequenceof the lesson plans, in order to incorporate all of theUsual activities of an average class music lesson.

The TOR students were not interested and did notrespond to new songs taught at a slow pace of singing.They seemed evGn to resent the slOwer pace as one for"babies'' and preferred a regular pace with more repetitions.

-29-

B. Content 01Lalnak

The researcher noted that the TMR students in innercity schools enjoyed action songs, partner choice songs,black spirituals, contemporary folk and popular songs.

The TMR students participated in the various musicalactivities of the general music lesson plan. The shortlength of each activity and the variety of pace in thesequence of activities seemed to sustain the attention span.The TMR students particularly enjoyed the Orff rhythmpatterns and the drum stick activities.

C. Singin,g AbilktY

Some of the TMR children could produce a more thanadequate sound for singing as long as they were interestedin the song. But they made no effort to hide their disin-terest or to be polite in pseudo-interest.

Several of the TMR students had only minimal pitchesof a very low range for singing. But the researcher washappy to hear these brave attempts to sing, and noticed thatsome of these students showed improvement in the range ofpitches as well as increased enthusiasm for participatingin the singing activities.

D. a0AULIDYQ1_52.11.gases

The TMR children in inner city schools have had verylittle, if any, training in social graces such as "don't beso loud" or "don't be rude by interrupting or talking tooloud."

This noise level seems to be rising in all intellecie,tuE.l, social and economic levels of society and all ages ofsociety. Some sociologists believe that television watchingwhich includes talking about and during the program and.talking o'ren louder to drown out the commercials has madetremendous changes in the social sound levels. Today'saudience members talk during classical musical programsat Lincoln Center and other well known culture centers.

The researcher felt that the sound level of the TMRclasses might be higher than classes of normal students. Itwould be most difficult, almost impossible, for a TMRstudent, who has suffered so many hurtful failures, to becalm and express his joy inwardly and silently when hefinally experiences suooess in an activity.

The personal rapport of the researcher with theTMR students seemed to be the same as students in normal

-30-

classes. The TMR students "tested" the researcher earlyin the project just as normal students do.

2. The TLIR ud (Tit; s eniLattgntatiave.rn.0 rJtvtdoll.USXPvdrI1-113a,...n211STO,.0S11-2112111witOinthalx capacity of execution.

After a few lessons in which the researcher experim,anted the changes in attention span, the following wasnoted: the TNR children used the short attention span orthe sudden shift of attention away from the activity as adefense mechanism.

The researcher first noted that the attention spanwas the shortest whenever a new aspect of an activit wasintroduced. Thus the TNR student by withdrawing, by notpaying attention or by showing disinterest in the activitycould protect himself from another hurting failure.

It was noted by the researcher that it was necessaryto repeat a now aspect of an activity several times beforeshe could coax one student to join her in the activity.But as soon as one student participated in the activity,then it was observed that the "disinterested" students hadknown all along everything that the researcher was doing.Now that one student had tried the activity and had notfailed, others would try the activity. Thus the disinter-ested students felt that they could do the same without therisk of failure and its sad results.

The pace of the lessons and the content of the lessonshad to be adapted somewhat in order to accomodate the manyrepetitions.

3. The individual's needs may affect the group's needs.

The researcher noted that one of the Children mightbecome very independent of the group. He might withdraw intoan inner mental area. Most frequently he went off by himselfin some physical activity. These withdrawals seemed to bespontaneous and not caused by some action of the researcheror other students in the class. The researcher noted thatif the student were allowed to "do his own thing" and if noattention by the researcher or other students was paid to theindependent action, soon the outsider would finish hisactivity and rejoin the group.

The researcher noted that the instant an activityneeded a "chosen" student, the entire class became anxiousthat he would not be chosen. But if the researcher promised

-31-

that every student would have a turn as the chosen one, theneach student would be satisfied to wait for his turn.

This must be qualified that each turn must be intoday's class session and not promised for tomorrow's. TheTMR students did not relate to waiting for'their turn .ontomorrow as well as normal students do. Tomorrow was not areal possibility for many TMR students and today's rejectionas the chosen student was too near and too painful.

Each TMR student must have frequent reassurancesthrough acceptance by his peers or by the researcher. Thisseemed to be the philosophy behind the successes of tokenreinforcements used in the classes. They were positive anddefinite badges of success.

4. The nctivi.ties can be, planned to provide qp.Portnnitiesfor success for individuals, small groups and the wholeLIDS:3

It was the researcher's belief that it wan impossibleto fail in a musical activity. No matter what sounds astudent made, that was his musical expression and no onecould tell him that he was wrong. The researcher tried toexpress "new" but never "better" means of expressing musicalideas. Thus the researcher accepted every child's musicalcontribution and only offered to help him to find more waysof expressing himself musically.

As the TAR student experienced success within thewhole class, he seemed to gather courage to try with a fewstudents in a small group, and, finally, to try the musicalActivity as a proud soloist.

5. =petations of the level of.. an indtvIdual's_pqrformance/lust vai lal_tplation to the chlIdiap_Imical or emotion -al conditimal the claf3sroon atmoscherc due to the calendarday, month, 2easoni or to the outside weather.

The researcher often wished she could have had somevital information about each TMR student before startingeach session, such as:

(1) did you have any breakfast this morning?(2) did you sleep well last night?(3) do you feel well today?(4) did you take your medication as prescribed?(5) is any member of your family sick?(6) is any member of your family in trouble?

-.32-

Some times a well-prepared lesson plan either col-lapsed or almost disintegrated because one or more TMRstudents were not in the mood for a classroom activity,musical or any other subject. At that time, the researcherhad to fall back on former successful activities, one afteranother until the class mood shifted to cooperation.

It seemed a shame to the researcher that the wholeclass should be disturbed by the unhappy, angry, or dis-appointed mood of one or two children. But the class didnot Aeem to mind, as if they understood and were very sym-pathetic to the problems of the upset student.

The TMR students, as a group, seemed more susceptiblethan normal students to the weather such as approachingstorms, cloudy days, rainy days; to the calendar such asMonday vs..Friday, January after Christmas vacation vs.May and tired of school mood, even monthly cycles as fullmoon or new moon.

At these times, the researcher found it best to ignorethe undesirable behavior and to concentrate on the suitableactions even if only a few students were performing them.Some times the contrary actinic student would get the angerreleased and then would rejoin the researcher and the otherstudents.

6. Music activities must be carefully selected to suit thethtA.ly functional abilities and the momentuyinterests ofthe TEii students.

All music activities should be carefully chosen withthe first objective: success for each TER student. Thesecond objective could be the next musical learning in theunit sequence.

Every musical learning must be analyzed for all levelsof participation to the smallest aspect. Thus each learningis only a very small step forward and not a possible painfulattempt at a leapforward in alnew skill. Whereas a normalstudent seems to enjoy a new challenge which has a slightrisk, the TER student hits the panic button if there is thesmallest chance of danger for another painful failure.

It is desirable that the researcher know each childwell enough so as to set individual objectives for eachchild within each activity of the lesson plan.

The first objective of the researcher was to establishcommunication with the TM students and to obtain theirattention to and acceptance of the musical activities.

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Personal communication was considered essential for verbalcommunication.

The researcher began by teaching new songs, recallingpossible favorite songs, and by using body movements as aphysical release end expression while listening to popularorchestral recordings. The very strong rhythmic recordingswere more interesting than the smoother, descriptive class-ical recordings. The sound level of the recordings did notseem to affect the interest, only the definite rhythmicpatterns were needed for interest.

On the whole most of the students showed improvedattitudes and behavior toward the musical activities from"music! urchl" to "oh, hello, how are you today!"

Toward the end of the experimental period, even theresearcher was a little tired of the basic rhythmic patternsL L SS L. So she wrote four patterns on the chalk board:

(1) L L SS L(2) L SS L SS(3) L L L---- (the third L has two pulses)(4) SS ss ss ss

These rhythms Were practiced with the drumsticks,by the researcher and the whole class. Next the researcherplayed one pattern and asked the students to choose whichnumber of pattern The individual students then would playa pattern and the class would choose which number.

These patterns were practiced for about fifteen min-utes on a Thursday and again for about seven minutes onMonday. On Tuesday, the researcher clapped the first patternand asked the class what was that. The researcher expectedthat the class would answer, L L SS L. But they answered°That's Number One." Then the researcher asked what wasNumber 2 and they answered for that pattern and for all ofthe others.

The researcher asked the teacher if she had practicedthese patterns with the class and her answer was that it hadbeen impossible because of the group scheduling. It is towonder if we give up too soon on the trainable mentallyretarded and not let successful motivation work and see whathappens.

It seemed to the researcher that the TMR studentsconversed mote with her at the end of the pilot projectthan at the beginning. This improvement may have been dueto the musical activities easing the social pressures.

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All of those experiences seemed to reinforce thepersonal philosophy of the researcher:

(1) as far as possl'hle, treat the mentally retardedstudent like a human being with the same feelingsas a normal student.

(2) as long as time permits, repeat activities today,tomorrow, etc., in exactly the same manner, untilsuccess is experienced by the students.

liecomundallrps

Many of the students involved in this study improvedin several specific performances. The researcher noted thatconsiderable of this learning was done through their ears.

The researcher noted that the MI students learnedfairly quickly when taught a rote song, an activity whichdepends on learning through the ears. But when an activityrequired learning through the eyes, such as chalkboard work,the MR student withdrew almost instantly, either silently orvigorously shifting of attention into some other physicalexpression.

The researcher believes that the TMR students ininner city schools need many rote experiences (learningthrough the ears) before they can understand and learnvisible symbols (words) or signs (numbers) which are taughtthrough the eyes.

Musical activities are notable end conspicuous fortheir capacity and variety of learnings for the ears.

Consideration should be given to the content of thesongs and other musical activities so as to express theemotional interests and concerns for each age level of thetrainable mentally retarded students. The researcher notedthat the TVR students had similar emotional reactions as theaverage students, including flirting with the opposite sex.

The materials must be the same for the TNR teenage stu-dents as for average students. But the methods must con-centrate en repetitions of small steps for improvement usingthe rote method as a constant base.

Since this pilot project showed some interesting andintriguing aspects for the improvement of articulation andvocabulary, the researcher would welcome the challenge of alonger experimental period. This would offer many oppor-tunities for ilotr learnings of aural, physical and affectiveexperiences for trainable mentally retarded students.

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