Using multi-modal techniques to motivate intuitive and non-intuitive students.

A multi-modal approach to learning is extremely effective for many students. The opportunity to have information introduced aurally, visually and kinesthetically can increase the possibility that students will understand and remember information.

There are several distinct advantages of music instruction for students who may be considered "non-intuitive" in other educational, athletic or social situations. Music instruction also is considered beneficial for all students--regardless of their preferred modalities or areas of intuitiveness.

Advantages of Music Instruction

Opportunity for multi-modal stimulation in a unique environment

Multi-modal music lesson environments differ greatly from general lecture/passive reading and writing activities in classrooms. This situation honors the preferred modality of all students, who, in turn, may demonstrate an increased interest in objectives being taught.

Opportunity for success not realized in other settings

Students in multi-modal environments often see themselves and other students in a vastly different light. Furthermore, the true nature of intuitive versus non-intuitive can be demonstrated by students as they succeed.

Opportunity to transfer skills introduced to other areas

Once skills or knowledge are internalized, students can learn to transfer that knowledge to other subjects or situations. Students can become increasingly motivated to learn when they are successful. Learning becomes fun!

Opportunity for aesthetic and expressive experiences

Sometimes teachers forget to "stop and smell the roses." Aesthetic and expressive experiences can increase feelings of belonging and self-esteem, and help students learn to reach for those expressive experiences.

Opportunity for enjoyable and cooperative experiences

Students who participate in cooperative, multi-modal experiences can form new bonds of friendship and learn more about relative strengths of peers and teachers. Shared experiences can lead to new friendships and a desire to know more about their peers. Knowledge of intuitive and non-intuitive areas, as well as preferred modalities, can lead students to a greater understanding of themselves and each other.

How Music is Inherently Multi-Modal

* Visual--Music reading, icons and color, size and spatial representations (space = time)

* Aural--Listening, melody and harmony, instrumental and vocal, timbre changes and dynamics

* Kinesthetic--Movement (fine and gross motor), steady beat (macro and micro beats), rhythm, pacing and tempo changes

Musical Scaffolding Techniques

* Visual--Blank score concept, colors and shapes to demonstrate visual representations of aural or kinesthetic movements

* Aural--Rhythm and melody separated, instruments added to demonstrate layering, rounds and canons

* Kinesthetic--Movement through time and space, tempo variations layered to demonstrate speed/timing and expression through movement (variety of stylistic options)

Assessment and Multi-Modal Opportunities to Demonstrate Mastery of Objectives

* Musical compositions

* Drama or written composition

* Movement designed to demonstrate objectives

* Singing or playing recordings of music

* Artwork to demonstrate objectives

* Interpretative dance

Allowing a choice of modality for demonstration offers students an opportunity to show their preferred modality, provides performance-oriented, authentic demonstrations of objectives and increases the possibility that information and skills are retained longer by students as they learn to transfer knowledge to their preferred mode and then use it in a way that makes sense to them. When participating in theory or other testing situations, ask that students who have difficulty with the modality of the assessment be allowed to respond according to their strongest modality.

Excellent Supplemental Teaching Tools Include:

* Visual icons and other representations

* Recordings

* Studio and handmade instruments

* Handmade items for movement experiences

Sources of Quality Multi-Modal Musical Materials

* Musical instruments and materials: West Music, www.westmusic.org

* American Music Therapy Association: www.musictherapy.org

* Organization of American Kodaly Educators: www.oake.org

* MENC: The National Association for Music Education: www.menc.org

* American Orff-Schulwerk Assocation: www.aosa.org

* Dalcroze Society of America: www.dalcrozeusa.org

* Kelly's Music and Computers: www.christmasconcert.com

* Music reading materials for students with visual impairments: www.dancingdots.com

* Musical instruments and materials: www.suzukimusic.com

* Music and other resources: www.jwpepper.com

A further list of specific multi-modal teaching techniques can be found on my website: www.hammel.us. These techniques include methods and materials adaptations according to visual, aural and kinesthetic modalities. Also included are suggestions for teachers prior to lessons, during lessons and in assessment situations. Finally, you will find ideas to assist with behavior management and listings of agencies and resources for further assistance.

The most important thing to remember when teaching students is that music is vital to their lives. Some students are easier to teach than others; however, all students should be provided with a music education. Through use of the above methods and materials accommodations, scaffolding techniques and multi-modal strategies, the certainty of success with all students is increased. Our young people are too valuable to be allowed to grow and learn without a music education. Please continue to seek the best strategies for each student and the best musical outcome for all our students. They will thank you?

Alice M. Hammel, a leader in the field of special learners and music, is the director of educational programs for Musicate. Hammel holds a D.M.A. degree from Shenandoah University, an M.M. degree from Florida State University and a B.M.E. degree from Shenandoah Conservatory.