Dissertation/Thesis Abstract

Inclusion strategies for the high school guitar class
by Pinta, Kristen Janet, M.A., California State University, Long Beach, 2013, 117; 1523263
Abstract (Summary)

As researchers learn more about the human mind, educators adapt their curriculum to accommodate those findings. As these changes take place, school districts are offering different types of classes to help more students find success in their classes. One of the ways that music educators can contribute to these changes is to offer music classes other than the traditional band, choir and orchestra class. By adding a guitar class to the music curriculum, music teachers are opening the doors for more students to be able to learn about music and learn to play an instrument. Particularly, a guitar class is an effective way to include students with special needs in a music program.

This thesis will investigate adaptations designed for three students with special needs in a high school guitar class. Student A has been diagnosed as Autistic, Student B has been diagnosed with Asperger's disorder and also has behavioral issues and Student C has been diagnosed with a specific learning disability as evidenced in the areas of auditory processing and expression. The case studies provide an example of how accommodations and adaptations can easily be implemented within a guitar class curriculum for students with these types of learning disabilities.

Indexing (document details)
Advisor: Mitchell, Deborah
Commitee: Birkemeier, Richard, Doyle, Alicia
School: California State University, Long Beach
Department: Music
School Location: United States -- California
Source: MAI 52/01M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Music, Music education, Special education, Secondary education
Keywords: Guitar class, Guitar curriculum, High school music, Students in guitar
Publication Number: 1523263
ISBN: 9781303207273
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