A SURVEY OF MUSIC ACTIVITIES, MATERIALS, AND 'I'ECHNIQUES FOR TEACHERS OF ELEMENTARY EDUCABLE MENTALLY HANDICAPPED CHILDREN TI'IISIS Ior the Deans aI DI'I. D. MICEII‘SAE‘I STATE UNIVERSITY Sister Mary Kevin McLaughlin, O. P. 1963 This is to certify that the thesis entitled A SURVEY OF MUSIC ACTIVITIES, MATERIALS, AND TECHNIQUES for TEACHERS OF ELEMENTARY EDUCABLE MENTALLY HANDICAPPED CHILDREN presented by SISTER MARY KEVIN MCLAUGHLIN, O. P. has been accepted towards fulfillment of the requirements for _£H._D_._ degree in_MHS.'LC__ /’ Dateifimfl 26 . 1963 Major pro ssor 0-169 LIBRARY' Michigan Sta to University W 7*1'0/ ABSTRACT A SURVEY OF.MUSIC ACTIVITIES. MATERIALS. AND TECHNIQUES FOR TEACHERS OF ELEMENTARY EDUCABLE MENTALLY HANDICAPPED CHILDREN by Sister Mary Kevin MCLaughlin, O. P. This study endeavored to investigate the utilization of school music by the educable mentally handicapped child in achieving his principal purpose in life: the giving of“ the most perfect glory possible to God while here on earth: and the resultant personal. perfect enjoyment of Him forever hereafter. School music was selected as one means that might be employed by the teacher to aid the child in achieving this goal. Scientific research studies by Newkirk (90) (68:57-58). Robertson (102) (68:54). and others (19:72-74) (68:58). report a low correlation between intelligence capacity and music ability. The implication here is that contact may be made through school music to help the child gain as much perfection as possible in the innate potentialities that are his. The (acquisition by the retardate of the greatest degree of perfection Sister Mary Kevin McLaughlin, O. P. possible to him is important to the realization of his primary goal. He is thus enabled to offer more perfect glory to God. The study is primarily concerned with the practical undertaking of supplying teachers of educable mental retardates with suitable music activities, materials and teaching techniques that may be used in their guidance of these children toward the achievement of their ultimate goal.‘ The investigation. evaluation, and selection of such music activities, materials and teaching procedures form the burden of the study. Suitability of music activities, materials and procedures of teaching were determined by means of criteria standards set up from a combination of library sources and teacher responses to the instrument. The criteria were based on: (1) the possible contribution the activity or material would make toward the mental, physical, emotional, spiritual, and musical development of the child's potentialities, (2) its ability to supply the needs of the child, and (3) its adaptability to the child's characteristics, abilities and disabilities. Specifically, the study attempted to test three hypotheses: ‘1. Some classroom music activities are more suitable than others for use with the elementary educable mentally handicapped child. Sister Mary Kevin McLaughlin, O. P. 2. Certain schoolroom music materials are used more successfully than others with educable mentally handicapped children. 3. Some teaching techniques produce better results than others when used in presenting school music activities and materials to these children. The sample consisted of seventy-five teachers from special rooms of elementary educable mentally handicapped children in selected schools in the State of Michigan. Public schools having three or more rooms set aside for the use of elementary educable mentally retarded children were selected for the study. One teacher was chosen from each of these schools. An approximate number of 885 children were taught by the seventy-five teachers selected. The direct mail questionnaire was selected as the instrument best suited to obtain the desired data. The instrument constructed was composed of eight parts with a total of 219 items. It was designed to gather data relevant to those classroom music activities, materials and teaching techniques that seemed more suitable than others for use with educable mentally retarded children. The items in the instrument were styled for multiple choice and for affirmative-negative response. Provision was also made for responses other than those listed among the alternatives offered. Sister Mary Kevin McLaughlin, O. P. All of the data obtained through the objective replies of the instrument were analyzed by simple percentage compari- sons between the replies and the total number of respondents in each questionnaire item. Free responses were listed and so indicated in the study. The results of the study indicate a fulfillment of the purposes for which it was undertaken. Suitable activities, appropriate materials and effective teaching techniques were selected for classroom music use in the special rooms for elementary educable mentally retarded children. These are offered to assist teachers in their efforts to help these children to perfect their innate abilities, and in their guidance of these children toward the realization of their ul— timate goal in life. A SURVEY OF MUSIC ACTIVITIES, MATERIALS, AND TECHNIQUES FOR TEACI-ERS OF ELEMENTARY EDUCABLE DENTALLY HANDICAPPED CHILDREN BY Sister Mary Kevin McLaughlin, O. P. A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Music 1963 C.» 2 f, j; t... 1!) ACKNOWLEDGMENTS The writer wishes to express her gratitude and appre- ciation to Dr. William R. Sur. Professor of Music. for his encouragement and guidance as chairman of the Doctoral Committee. In addition. the author is very grateful for valuable criticisms and suggestions received from Dr. Walter H. Hedgson. Chairman of the Department of Music. Mr. Robert Unkefer. Assistant Professor of Music, Dr. Paul Harder, Associate Professor of Music. and Dr. J. Murray Barbour, Professor of Music. A note of thanks is also due to Dr. Lynn M. Bartlett. State Superintendent of Public Instruction, for his assistance in procuring source persons for the study. To the teachers in the special rooms for elementary educable mentally handicapped children in Michigan public schools who responded so generously to the survey instrument. the writer wishes to express her sincere appreciation. To Mother M. Victor, 0. P., and all of the Sisters who gave of their time, suggestions, and encouragement, a special note of gratitude is due. ii Dedicated to Our Mother of Perpetual Help Chapter I. II. III. TABLE OF CONTENTS THE PROBLEM . . . . . . . . . . . . . . . Introduction Statement of the Problem Definitions Need for This Study Scope and Limitations of This Study Importance of This Study REVIEW OF THE LITERATURE . . . . . . . Identification of the Mentally Retarded Characteristics of the Educable Mentally Retarded Needs of the Educable Mentally Retarded Relationship between Intelligence and Music Ability A.Comparison of the Teaching of Music as an Art and as a Science Competencies of Teachers of the Educable Mentally Retarded METHOD OF INVESTIGATION . . . Sources of the Data Department of Public Instruction of the State of Michigan Educational Directory Superintendents of Elementary Public Schools Teachers of Special Rooms for Educable Mentally Retarded Children The Instrument of Measure The Procedure for the Analysis of the Data iii 16 18 20 25 28 35 37 42 42 43 44 44 44 45 48 Chapter Page IV. ANALYSIS OF THE DATA . . . . . . . . . . . . . 50 Collection of the Data 50 Plan for the Analysis of the Data 51 Section l--An Examination of School Music Activities in an Effort to Discover Those More Suitable Than Others for Elementary Educable Mentally Handicapped Children 52 Activities Investigated 52 Singing 54 Rhythm 62 Listening 73 Playing of Instruments 76 Section 2-~An Investigation to discover Suitable Classroom Music Materials for Use With Elementary Educable Mentally Handicapped Children in Each Schoolroom Music Activity 87 Materials for Use in Singing 87 Materials for Rhythmic Activities 102 Materials for Listening Activities ' 108 Materials for Instrument Playing 112 Audio-Visual Materials 117 Section 3--A Searching for some of the Special Teaching Techniques That May be Used in Presenting School Music Activities and Materials to;the Elementary. Educable Mentally Handicapped Child 119 iv Chapter Page General and Specific Training Techniques '120 Singing Techniques 121 Rhythm Activity Teaching Procedures 128 Listening Procedures 134 The Playing of Instruments Techniques 137 Audio-Visual Aids and Equipment 141 V. SUMMARY. CONCLUSIONS. AND IMPLICATIONS . . . . 143 Summary of Data Relative to Hypothesis 1 146 Summary of Data Relative to Hypothesis 2 147 Summary of Data Relative to Hypothesis 3 148 Conclusions and Implications of the Study 149 APPENDIX . . . . . . . . . . . . . . . . . . . . . . . 152 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 195 Table 10. 11. 12. LIST OF TABLES Intellectual characteristics of the educable mentally retarded . . . . . . Mental retardation and music ability of educable mentally retarded children . . Response of teachers to the questionnaire . Emphasis placed upon correct breating. posture, and in-tune singing in school music for the elementary educable retarded child . . . . . . . . . . . . Frequency of unison song singing, resultant creativity, and number of songs learned Unison rote-song singing activity. Summary of teacher opinions as to success in criteria areas . . . . . . . . . . . . Summary of frequency of two-part rote- song singing, creativity. and number of two-parts songs learned . . . . . . . . »Extent of the music reading activity and evaluation of results . . . . . . . . . Fundamental rhythmic response. Extent and results of the activity . . . . Evaluation of the singing game acvitity . . Evaluation of the dramatization activity Rhythm band activity. Extent, evaluation and results of the activity . . . . . vi Page 22 29 50 55 56 57 59 61 64 65 66 68 Table 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Rhythm instrument activity. Extent. evaluation, and results of the activity . . . . . . . . . . . . . . . . Folk, square, and social dancing. Frequency, creative efforts. and average number learned . . . . . . . . . . . . . . . . . Listening activity. Extent. evaluation. and results . . . . . . . . . . . . . . . Melody instrument playing activity. Extent, evaluation, and results of the activity . . . . . . . . . . . . . . Autoharp activity. Evaluation and results of the activity . . . . . . . . . . . . . Keyboard activity. Manner of using the activity . . . . . . . . . . . . . . . . Keyboard activity. Evaluation and results of the activity . . . . . . . . . . . . . Preference of music activities indicated by children's choices . . . . . . . . . . Basic music text used in special room for the educable mentally handicapped . . Criteria for the evaluation of unison rOte‘SongS o o o o o o o o o o o o Two-part rote-song materials. Criteria for evaluation and selection . . . . . . Rhythmic activities. Types of materials used . . . . . . . . . . . . . . . . . . Listening. Types of materials used . . . Melody instrument playing. Criteria for evaluation and selection of materials vii Page 70 72 75 77 79 81 82 85 89 91 100 102 108 113 Table 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. Page Extent of keyboard experiences and class piano lessons . . . . . . . . . . . . . . . 116 Audio-visual materials used in classroom music teaching of the elementary mentally handicapped . . . . . . . . . . . . . . . . ~118 Tone quality techniques . . . . . . . . . . . . 122 In-tune singing techniques . . . . . . . . . . 123 Rots-song teaching techniques . . . . . . . . . 124 Motivation for rote—song teaching . . . . . . . 126 Readiness techniques for music reading . . . . 127 Rhythmic activity teaching procedures. Fundamental rhythmic response. singing games, and dramatization . . . . . . . . . 129 Rhythm instrument playing teaching techniques . 130 Rhythm instrument playing. ,Individual instruments or small groups . . . . . . . . 131 Folk and square dancing . . . . . . . . . . . . 133 Listening procedures . . . . . . . . . . . . . 135 Active participation of children in .listening activity. Summary of effective techniques based on teacher responses . . . . . . . . . . . . . 136 General techniques of teaching melody instruments . . . . . . . . . . . . . . . . 138 Autoharp playing. General techniques of teaching . . . . . . . . . . . . . . . . 139 Keyboard experience techniques . . . . . . . . -l40 viii CHAPTER I THE PROBLEM Introduction Modern American democracy is dedicated to the education of all educable children of the nation. Race, creed. ability. or disability of the child does not alter this concept. Baker and Charters (2:4) in writing for the Forty-ninth Yearbook of the National Society for the Study of Education say that. "every child is entitled to an education to the limit of his capacity. All men are created equal. . . . All are equal before the law, equal in their claim to freedom, and equal in their right to learn if not in their capacity to learn." Educable mental retardates number 2.3 per cent of all children (104:3). These children have a right to an education that will enable them to take their place in adult society as independent, self-supporting individuals. It is the task of educators to provide such a program. It is also sound government planning to provide educational programs for these children. "It is sound economy to spend rather small amounts for early training programs [for exceptional children] rather than much larger sums for pensions and custodial care in later years" (49:23). It is, however, chiefly because of the educable mentally handicapped child's obligation to fulfill his primary purpose in life that he has a right to an education and an opportunity to develop his talents and abilities. This primary purpose is the same as that of all persons. It is interpreted as the child's giving all possible honor and glory to God to the best of his ability while here on earth. and the consequent personal enjoyment of God for all eternity. This dissertation is generally concerned with an investi- gation of the practical assistance that music is able to give to those who are to guide elementary educable mentally retarded children toward the attainment of this primary purpose. It is the opinion of the researcher that an effective school music program can provide some of the means toward the attain— ment of the above goal. In an effort to support this opinion, a six—point investigation was conducted. First. an identification of the elementary educable mentally handicapped child was necessary. This was obtained through a perusal of available literature. Second, a more complete understanding of the whole educable mentally handicapped child entailed a further detailed study of his special physical. intellectual. psychological. and personality characteristics. Third, his general and specific needs were scrutinized. A fourth investigation was conducted in an effort to support the author's supposition that the child's retardation affects his musical ability less than it affects his intellectual capacity. If a degree of relative certainty could be established indicating the ability of the intellectually deficient child to learn music. then classroom music might be used as a point of contact to develop the various potentialities within the child. Such development would contribute toward the child's ability to attain his ultimate goal. Results from this inquiry indicated the existence of a low correlation between music ability and intellectual capacity. The child's music ability was thus signified as a basic source from which the desired means might be realized. An inquiry as to which special school music activities and materials are capable of supplying the needs, fitting the characteristics. abilities, and disabilities: and contributing to the physical, mental, spiritual. emotional. and musical development of the child was then instigated. Results of this search will occupy the major portion of Chapter IV of this study. In the light of the end results of the fourth inquiry described above. it appeared that teaching processes which present school music to these children as an art (54:23-24), might possibly prove more effective than those that present music as a science (54:232). An inquiry was made into these two modes of procedure. The results favored the presentation of school music in terms of its being an art. Teaching techniques were therefore solicited and received from teacher respondents in reply to the questionnaire. Techniques selected from these are also found in Chapter IV of the study. The successful administration of the school music program for retardates depends to a great extent upon the competencies of the teacher. Results from the investigation conducted in this area revealed a list of personality character- istics that should be possessed by such teachers. An adequate special education teacher-training program,, with the exception of special training in school music, was found to exist in many institutions of higher learning in the State of Michigan. The investigation, evaluation. and selection of those classroom music experiences that may serve teachers in their guidance of educable mentally handicapped children toward the attainment of their ultimate goal occupies the major part of the present study. Statement of the Problem This dissertation is specifically concerned with an investigation of three aspects of elementary sdhool music as applied to educable mentally handicapped children. It was confined to the elementary special rooms of the public schools in the State of Michigan. Schoolroom music activities. materials, and teaching techniques were studied in detail. An effort was made to supply teachers with reliable information as to those activities. materials. and teaching techniques that seem more suitable than others for use in the guidance of these children. -All were selected on the basis of their suitability to supply the needs, fit the characteristics, abilities, and disabilities of these children. and contribute toward the development of their various potentialities. The hypotheses which the study attempts to test are: 1. Some classroom music activities are more suitable than others for use with the elementary educable mentally handicapped child. 2. Certain schoolroom music materials are used more successfully than others with educable mentally handicapped children. 3. Some teaching techniques produce better results than others when used in presenting school music activities and materials to these children. The study endeavored to eliminate the less suitable activities, materials, and techniques; provide teachers with criteria by which materials and activities might be evaluated; supply the names and sources of specific materials that have been successfully used with these children; and include teaching techniques especially suited to these children. All data gathered in the investigation relevant to the three aspects of school music under consideration will be analyzed and presented in detail in Chapter IV. A review of literature pertinent to the study will be found in Chapter II. The method of investigation. sources of data. instruments of measure. and procedure for the analysis of the data are included in Chapter III. In the final chapter. a summary of the study, conclusions. and implications for further investigation in music for the mentally handicapped will be given. Definitigns Because of the specialized nature of the study. an explanation of some of the terms used herein will serve to clarify the meanings intended by the author. Intelligence.-~Thurston (121:159) defines intelligence and says. "Intelligence is the capacity for abstraction." Wechsler (126:3) adds that intelligence is "the aggregate or global capability of the individual to act purposefully, to think rationally, and to deal effectively with his environment." Both of these are acceptable for the purpose of this study. Intelligence_Quotient.--The classical definition as given by Williams (127:1) says that "the intelligence quotient is the relationship between the child's mental age and his chronological age measured according to a formula such as: M.A. C.A. X 100 = 1.0. Mental Age.--The mental age is the highest age limit at which the child can pass all of the items of a standard intelligence test, such as the Stanford-Binet Test. Learning.—-Learning is a mental process through which knowledge or understanding is acquired by study. instruction. experiences in practices, or investigation. Kantor (62:242) defines learning as a "contrived stimulus-response coordination." Lundin (73:113) enlarges upon this concept and adds that "learn— ing involves certain conditions which are regarded as controls. Among such controls we have goals toward which action is directed." Capacity.--Capacity is understood as the power one has to absorb learnings. Brocks and Brown (18:263) dietinguish between innate and acquired capacity. They say that "capacity is (a) inherent capacity. which resides in the character of the inherited organism, or (b) acquired personal capacity which is the product of past learnings." This study is concerned with innate capacity as well as that which is acquired. Aptitude.--Révész (101:141) says that "aptitude is that inborn capacity that enables a person to realize and develop certain general or specific types of behavior, properties, and capacities." ‘ggiligy.--Farnsworth (37:179) says: The term-"abilitj'suggesting the power to act but indi- cating nothing about the hereditability or congenital- ness of the inferred potentiality is the broadest and safest of all of these terms: for nature and nurture invariably function jointly, and it is erroneous to say that any act is the sole result of either the one or the other. Music as an Art.~-Hooper (54:23-24) says: Music is an art. and as such. it has an appeal to man's spiritual nature which controls his instincts and emotions. . . . As an art it has the uplifting emotional dynamic which can exalt the personality and ennoble it. It raises us above those things which would anchor us to the mundane. Music as a Science.--Hboper (54:23~24) says: Music is also a science. As such it makes intel~ lectual demands equal to that of any other school subject. A knowledge of the more technical elements in music requires a careful intellectual training. Musicianship.—-Musicianship has to do with the science (54:23~24) of music. It requires an excellence of the mind. Its possessor must have the intellectual ability to comprehend rall of the symbolical, technical, theoretical. and architectural aspects of music. Exceptional Children.~—Baker and Charters (2:3) state that exceptional children are "those who deviate from what is supposed to be average in physical, mental, emotional, or social characteristics to such an extent that they require special educational services to develop to their maximum capacity." Educable Mentally Handicapped. Educable Mentally Retarded, Type "Af.--All of these terms are used synonymously. Martens (78:4) states that ”the educable mentally retarded are those who obtain I.Q. results roughly within the range of 50 to 75. from individual intelligence tests. Their mental ages are approximately one-half to threewfourths of their chronological ages. They have been retarded from birth or early age." Kirk and Johnson (64:13) define the educable mentally handicapped child as "one who is diagnosed as having low intelligence, who is unable to profit sufficiently from the curriculum of the public schools. but who can be educated to become socially adequate and occupationally competent, provided Special educational facilities are furnished." The definition of the educable mentally handicapped which results from a fusion of these is an acceptable one for use in this study. Primary Educable Group.--Retarded children in this group are usually within the chronological age bracket of six to ten years. The mental age of.these children is generally 10 under the age required for academic work. Their 1.0. range is between 50 and 75. The Intermediate Educable Group.--Children in this group have a chronological age from nine to thirteen years. They are able to develop academic skills to a degree and also music and art. Their 1.0. range is the same as that of the primary group. Elementary Educable Mentally Handicapped.--Children in the primary and intermediate groups having a chronological age between six and thirteen years and an intelligence quotient of 50 to 75 belong to this group. These will have a mental age of about twelve years at maturity. They are educable. TrainableMentally Retarded.-—Williams (127:1) says that, "those whose intellectual restrictions permit them to learn practical skills" belong to the trainable group. They "can be quite efficient in an understanding and protective environ- ment," says Williams. The 1.0. range is usually between 30 to 50. Custodial Mentally Retarded.——Williams (127:1) states that ”the severely retarded (Custodial) are those whose mental equipment permits them to learn only the most basic self- help skills. and who must have constant supervision all of their lives." The 1.0. ranges for this group are from 0 to 30. 11 Need for This Study The scarcity of suitable educational materials avail- able for use with the mentally handicapped is brought into focus by Kelly and Stevens (63:252) when they state that "there is still a meager supply of educational material suitable for the mentally retarded pupil." Kirk and Johnson (64vi) add that "efforts have been made to educate retarded children for the past century and a half. There is, however, a great scarcity of organized, educational literature on the subject." Special education teachers throughout the nation have expressed the need for assistance in planning suitable instructional materials for use with these children. Local need for the study was made apparent in the free responses of Michigan teachers to the questionnaire. A typical state- ment selected from several respondents follows: "There is a great need for this type of resource material [suitable music activities. materials and teaching techniques] for teachers of the educable mentally handicapped." Music specialists employed in teaching the educable retarded have expressed a desire for a better understanding of the learning processes of these children. The training of these specialists has not developed a comprehension of special teaching techniques that contribute to the successful teaching of school music to these children. 12 This study has been made in an effort to assist the music specialist, the special education teacher, and other educators in the guidance and teaching of educable mentally handicapped children. Scope and Limitations of the Study The limitations to be found within the study appear to fall into five main categories. The first of these is con- cerned with the broad scope of mental retardation among retar- dates. The study is confined to the educable mentally handi- capped only. It is not extended to the trainable nor custodial groups. Another limitation of the study has to do with the educational levels of instruction that have been established for the training of mental retardates. This study is limited to the elementary level only. It is not concerned with school music on the junior nor the senior high school levels. A third limitation is concerned with the scope of music programs possible for elementary educable mentally handicapped children. This study is concentrated upon the elementary school music program only. It is not extended to private piano or instrumental instruction, nor to music activities outside of the school. The size and nature of the sample places another 13 limitation on the study. The focus is placed upon the elemen- tary public schools of Michigan in which three or more rooms are reserved for the use of educable mentally handicapped children. NO attempt was made to extend the study to schools outside of the State of.Michigan nor to include schools of Michigan having fewer than three rooms of educable mentally handicapped children. The study was further limited to only one respondent from each of the schools selected. The fifth limitation of the study is imposed by the type of instrument employed for the gathering of the data. A questionnaire was selected as the most efficient instrument to use in seeking necessary information from a sampling of selected teachers over a large geographic area of Michigan. Although the instrument was constructed on a clear format and administered in the fall of the year. which was thought to be a convenient time for the recipients. the length of the question- naire presented a time-consuming problem to the respondents. This resulted in a delay in completing and returning the questionnaires. An important limitation of the study is the limited background of the respondents in the field of classroom music for elementary educable mentally retarded children. The teacherdtrgining programs of the majority of the respondents included no special courses in schoolroom music for these l4 retarded children. Teacher replies to the instrument, there- fore. were based upon the outcomes of experiments in school music. These experiments originated with the individual teacher. Although a 50 per cent return may be considered an adequate level (48:611) for factual data, the author felt that a higher rate of return was necessary for a satisfactory com— pletion of this study. To obtain the highest possible rate of return, second and third contacts with the respondents were necessary. The over-all percentage of responses thus obtained was 78.4 per cent of the total number of distributed questionnaires. The final percentage of usable responses was limited to 60 per cent; 18.4 per cent of the total response being disqualified because the data included were not appli- cable to the study. Importance of This Study The instructional personnel of every educational insti- tution are responsible for the guidance and educational well- being of the pupils under their care. Inherent in this assignment is the responsibility for continuous, realistic evaluation of all aspects of the program in terms of its suit- ability for such guidance and its compatibility with the needs of the learners. 15 It is noted frequently in the literature (121:352) (76:59-60) (89:50) (104:23) (1:61) that school music has special worth in the total guidance and educational program for elementary educable mentally handicapped children. A continuing development in the school music program must be ensured in order that the therapeutic, spiritual, develop- mental, and educative contribution of classroom music to the retardate may be fully realized. The information as contained in this study is pre- sented to school administrators and teachers alike who are concerned with the guidance of educable mentally.handicapped children and whose task it is to evaluate, improve, and administer the elementary school music program. An extensive study of available sources reveals no previous study which specifically duplicates the research undertaking of the writer. This chapter has presented an introduction to the problem and the hypotheses to be tested. The four remaining chapters are entitled "Review of the Literature," "Method of Investigation," "Analysis of the Data," and "Summary, Conclusions, and Implications of the Study." CHAPTER II REVIEW OF THE LITERATURE Early in the history of our country, the education of the retarded child was the function of the home or of an insti- tution. Today it is commonly accepted as being the responSibility of the school. Special classrooms within public school buildings were organized for the mentally handicapped at the beginning of the present century (123:18—19). In 1962 (50:1) in the State of Michigan, 868 teachers were employed in the special rooms for the educable mentally handicapped in the public schools. These teachers served a total of 14,714 children. The basic philosophy underlying the education of educable mentally handicapped children as outlined in Chapter I of this study is a very realistic one in which classroom music plays an important role. Nettleship (89:21) makes a practical application of this philosophy in his interpretation of Plato“s plan of the republic when he says: The cause of the ills of mankind is ignorance of their true good and neglect of their noblest natures: train those natures rightly and they will see what is the true good of mankind; give them unlimited power and they will carry out what the good requires. 16 l7 Melby (80:27—28) expresses the subordinate goal of the music program in striving to bring these children to the com- plete use of their talents, potentialities. and capacities of whatever degree they possess when he says, WWhat we need is an education for all which enables each of us to become all he is capable of becoming." Chapter In achieving the goals for this study as set up in I, page 2, six problems persent themselves: Who are the educable mentally handicapped? What characteristics differentiate these children from normal children? What particular needs are theirs that may be satis- fied through the school music program? What degree of correlation exists between intelligence and music ability? Which approach to music: that as an art, or that as a science is more effective for use with educable retardates? What special competencies are necessary for teachers of educable mentally handicapped children? The review of literature will be confined to areas of study concerned with these problems. 18 Identification of the Mentally Retarded Present day developments tend to determine the status of the mentally handicapped through the use of a number of tests and a complete diagnosis of the child. Martens (77:7) indicates specific areas of investigation for diagnosis and identifi- cation of the mentally retarded. She says, "No one would assert today that the I.Q. is absolutely consonant in individual cases. The most reasonable action on the part of the school would be to study each child as a whole: his personality, behavior, health, home conditions, and social maturity." Kirk and Johnson (64:38) list the types of tests that may be administered to arrive at a true evaluation of the status of the mentally retarded child: 1. A psychological or psychometric examination to determine the level of mental ability of the child. 2. A medical examination for the purpose of determining possible etiology and need for medical treatment. 3. A social and personality study for the purpose of determining personality and social needs and possible etiological factors in those areas. 4. An educational evaluation to determine the degree of retardation and possible educational disabilities. For educational purposes, the mentally retarded are usually classified into three groups: the educable, the train— able, and the custodial. 19 Educational Classification of Mental Retardates Alward, Bristol and others (1:10) list seven identifying marks of recognition of the educable mentally handicapped child. They state that: 1. their mental development is approximately 1/2 to 4/5 that of the average child. 2. their speech and language abilities are sometimes limited but they are able to make their wants known. 3. they are generally incapable of learning academic skills beyond simple reading, arithmetic, health, and safety habits. 4. they are capable of learning to get along in the family and in the immediate neighborhood by learning to share, to respect property, and cooperate with family and neighbors. 5. they are capable of learning self care, good health habits, safety, and other necessary skills. 6. they are capable of learning to assist with simple household chores. 7. they may become self-supporting and useful members of society. The Trainable Mentally Retarded Rothstein (104:332) in describing tte trainable mentally retarded says, "They are those with an approximate 1.0. range of 25-50 with some potential for acquiring social maturity skills." Garrison and Force (43:56-57) add, "Their speech and language abilities are distinctly limited. They can eventually learn to protect themselves from common dangers. 20 They will require some care, supervision, and economic support throughout their lives." The Custodial Mentally_Deficient Edgar A. Doll (23:214) writing for the American Journal of Mental Deficiency thus describes the mentally deficient: l. socially incompetent. 2. mentally subnormal. 3. retarded intellectually from birth or early age. 4. retarded at maturity. 5. mentally deficient as a result of constitutional origin, through heredity or disease. 6. essentially incurable. "The custodial mentally deficient persons require almost complete supervision throughout their lives" (43:57). Characteristics of the Educable Mentally Retarded That the mentally retarded have special characteristics is pointed out by Garton (44:17) when she says. "Too often we think of the educable mentally retarded child as just slightly different from the normal child. We should be aware of his Special characteristics and behavior patterns." 21 . Primary Characteristics The primary characteristics of the educable mentally handicapped child are concerned with the child's physical and intellectual make-up. Physical Characteristics Several authorities (46:149-172), (92:35), (64:124-128), (38:4) support the claim that as a group the educable mentally handicapped are smaller and have more physical defects than normal children. Williams (127:1) enumerates the physical defects of these children and states: It is well known that retarded children show other defects more often than the average child. They are often smaller than average, and have poorer muscular coordination. They have . . . defects such as hearing and vision, and have probably greater difficulty in perceiving what the sense organs bring to their minds. Intellectual Characteristics Garton (44:8—10) enumerates the intellectual character- istics of the educable mentally retarded as the following: A slow reaction time, poor transfer of learning, lack of initiative for planning, limited imagination, limited use of concepts, small vocabulary, inability to evaluate efforts, narrow range of interest, dif— ficulty,in recognizing boundaries, limited sense of humor, ability to be loyal, and ability to form habits. In an effort to obtain first-hand information as to the 22 intellectual characteristics of the educable mentally retarded, an item concerned with this problem was included in the question- naire prepared for this study. Characteristics and percentage analysis of the summarized teacher responses are shown in Table 1. Responses show the percentage distribution of affirma~ tive and negative replies based on the total number of responses in each instance. Table 1. Intellectual characteristics of the educable mentally retarded. Total Characteristics % Yes % No Responses A very short interest span 59 83.1 16.9 Less creative ability than normals 62 88.7 11.3 Less ability to retain knowledge 61 96.8 3.2 Needs a great deal of repetition in order to learn 62 98.4 1.6 A withdrawal attitude due to fear of failure 64 48.2 51.8 A tendency to tire quickly of an activity 66 69.4 30.3 A short attention span 59 91.6 8.4 Findings in Table 1 support the thinking of Garton (44:8-10) and others as to the intellectual characteristics 23 of the educable mentally retarded. Research resulted in the identification of two additional important intellectual characteristics. Kelly and Stevens (63:239) state that ”elementary educable mentally handicapped children are unable to think abstractly or to handle symbolic material." This characteristic explains the difficulty ex- perienced by these children in acquiring note-reading skills. Sheerenberger (109:23—25) draws attention to the "definite breach that.exists between the mental age and ability as compared to the sociability and general interest levels." This characteristic influences the teacher's selection of music materials for the older elementary mentally handicapped child. Gohistein and Seigle (47:18) feel that "the most important and constructive characteristic of the educable 'mentally handicapped child is the fact that he is educable." Personality Characteristics In personality characteristics, the mentally retarded educable child seems to show no special variations that differ from those of the normals. Williams (127:5-6) states: Some are stable, others are unstable: some are active, others inactive: some show poise, others are easily upset. In other words, they do not seem to show personality variations distinctly different from those found in any group. 24 Secondary Characteristics The secondary characteristics of the educable mentally handicapped are, according to Goldstein and Seigle (47:217) "the outcome or expression of conflict or imbalance between the child's primary characteristics and his physical and social environment." Of the secondary characteristics, frustration and low self-esteem are the most important. Frustration The mentally handicapped educable child experiences many sensations of frustration because of his inability to compete on an equal intellectual basis with normal children. Garton (44:219) says that "he is more liable to find himself obviously inadequate while others around him succeed. The increased frequency of such situations renders the child comparatively more prone to frustration than his normal peers." Low§elf-esteem Closely related to frustration-proneness is an attitude of low self—esteem. The inequality between the child's intellectual and physical abilities and the requirements of his environment may bring about this attitude in the child. Goldstein and Seigle (47:220) say: 25 A tendency toward self-devaluation is almost inevitable as an outcome of two related major factors. . . . First, there is the persisting condition of the generally inadequate child searching for his place in a world that stresses adequacy. Second, there is the child's frequent misjudgments of his abilities and limitations. Newacheck (90:50-54) emphasizes the psychological and therapeutic value of music in overcoming this tendency. She says that "music gives success and assurance and the child realizes that though he may fail in other phases of knowledge, he can reassure himself through his musical successes and soon venture into the other fields of knowledge again." Needs of the Educable Mentally Retarded General Needs Garrison and Force (43:460) include organic, personal, and social needs in the general needs for the educable mentally handicapped. Kelly and Stevens (632240) consider the physical, intellectual, and emotional needs as “needs for physical well» being, mastery and success, recognition, being wanted, being loved, and belonging." They consider these as general ne-ds which direct the individual toward the attainment and achieve- ment of goals. Specific Needs A digest of specific needs based on those inferred in 26 the goals of education as listed by the Educational Policies Commission (32:189), and Stevens' (114:225—235) list of learning needs follows. Need for Developing Self-Realization The educable mentally handicapped child needs: 1. an inquiring mind, an appetite for learning, 2. the ability to speak the mother tongue clearly, 3. to be skilled in listening and observing, 4. to participate in or be a spectator of worthwhile leisure activities, 5. to have mental resources for the use of recreation and leisure, 6. to be taught the appreciation of beauty, 7. to be able to give responsible direction to his own life, 8. to gain emotional security through good mental hygiene, 9. to be taught spiritual and religious truths. Needs for Improving Human Relationship The child needs to: l. enjoy a rich, sincere, varied social life, 12. be able to cooperate, work, and play with others, 27 3. know and observe the amenities of social behavior, 4. know.how to maintain democratic relationships with others. Needs for Growth in Economic Efficiency The educable mentally retarded child needs to: 1. know the satisfaction of good workmanship, 2. experience the feeling of success, 3. know how to improve his efficiency, 4. know how to safeguard his interests. Needs toegevelop a Sense of Civic Responsibility The child needs to: 1. learn to respect honest differences of opinion, 2. learn to be patriotic and loyal to his country, ’3. Iknow how to contribute to the general welfare, 4. [respect71aws, rules, and the.rights of others. .Educational Needs Of the educational needs of the educable mentally handi— capped, Williams (127:6) says: The mentally retarded have certain special needs which are related to their mental retardation. First, they need more general understanding of their limitations and potentialities. Second, they need the help of specially prepared and skilled teachers. Third, they need a specially developed curriculum. 28 'It will be shown in the fourth chapter of this study that the school music program is able to contribute toward the satisfaction of many of the needs mentioned above. Relationship between Intelligence and Music Ability ”One of the major considerations in connection with research in music is the relation of intelligence to general music ability," say Brooks and Brown (18:286). They continue to say, "There seems to be conflicting conclusions in this connection." In an effort to clarify and possibly to reconcile these differences, an investigation of literary sources and research studies was conducted. That mentally handicapped children are not as retarded musically as they are intellectu- ally is a basic assumption underlying the hypotheses of this study. One item of the questionnaire was specifically concerned with this problem. Table 2 shows the item and the result of the teacher responses. The replies from sixty-six teachers show that slightly more than one-half of the total number find these children less retarded musically than mentally. Investigation of library sources and research studies revealed thinking both contrary and in accordance with the author's assumption. This investigation included tests that may be used to measure intelligence, tests to measure music 29 ability, and reliable research studies wherein these measures were used to determine both the positive and the negative cor— relation between intelligence and music ability. Table 2. Mental retardation and music ability of educable mentally retarded children. Total Per Cent of Item Responses Total Response From your experience in teaching the mentally retarded, would you say that the mentally handi— capped child is more apt to be less retarded men— tally 66 46.9 or Less retarded musically? 66 53.1 Tests 1 Tests are special measures that have been constructed for thepurpose of ascertaining the ability or capacity of a subject in any area of mental or physical performance. "A good test," say Fryer and Henry (42:127-128), "must be con— sistent (reliable) and valid. .It must be a consistent measure of whatever it is measuring, and it must have a demonStrated relationship between the sample behavior of the test Situation and the total behavior of the individual." This study will concern itself with aptitude tests of intelligence and music ability only. 30 Intelligence Tests Intelligence tests are basically aptitude tests for the prediction of generalized intellectual performance level. The testee's,intellectual capacity is inferred from performance on these tests. This type of test originated in France. "In 1905 Binet and Simon formulated and used the first battery of tests of general intelligence" (42:221). American revisions of the Binet~Simon tests (42:221) are the Kuhlmann Test in 1912, the Yerkes, Bridges, and Hardwick Test of 1915, the Stanford Revision of 1916 and the Wechsler- Bellevue revision of 1939. The Otis, Binet, and the Kuhlmann— Anderson Intelligence Tests (68:54) may be used for testing the mentally retarded. Mgsic Aptitude Tests. Tests that aim to measure informal learning and potential ability in music are known as music aptitude tests. In these tests, the basic musical capacities of pitch, rhythm, intensity, quality, time, and tonal memory are isolated and measured. In 1901 Stumpf (37:231) interested himself in the measuring of basic music abilities. He thus became one of the first psychologists to interest himself in music tests. The Seashore Measure of Musical Talent in 1919 (106) was the first standardized music aptitude test. The 1939 31 edition of the Seashore test (108) is one of the commonest of music tests. A and B forms were first constructed, one an easier and the other a more difficult series. Form B is no longer published. Each test has items arranged in pairs. The subject decides whether the second of each pair is different from the first and records the differences. The test is given by means of a recording played at seventy~eight rpm. The items consist of fifty tests of loudness, length, and rhythm. The tonal memory test has thirty items and follows a multiple choice plan. Form A has three sets of centile norms: (l) for the fourth and fifth grades, (2) for the sixth, seventh, and eighth grades, and (3) for grades nine through sixteen. Farnsworth (37:340) claims that "the validity of the Seashore Test has been established through twenty years of use in the measurement of basic capacity." 1 The Kwalwasser Aptitude Test of 1953 (70) requires only ten minutes for completion. A phonograph recording played at seventy—eight rpm is used for the test. Form A has two norms, one for junior high students and one for senior high. Form B is constructed for fourth, fifth, and sixth grade children. It has only one norm. Form A has fifty three note patterns. They are repeated with changes in pitch, time, rhythm, and loudness. Form B has forty items. The items of Form B are easier of identification than those of Form A. 32 The test may be used for individuals or for a group. The instructions are clear. The test is published without data. Its reliability stands only on the reputation of its author. Other music ability tests are the Kwalwasser-Dykema Test (69), the Drake Test (29), and the Whistler-Thorpe Musical Aptitude Test (37-244). Research Studies Studies Supporting the Positive Correlation between Music Ability and Academic Intelligence Research studies by Cox (37:183) support the claim that academic intelligence is an important component of musical ability. He compares the intellectual capacity and musical ability of some of the great composers of music. He says: The musically great men of history possessed far better than average intelligence. J. 8. Each, for example, had an estimated I.Q. somewhere between 125 and 140, Beethoven's was between 135 and 140, Haydn's between 120 and 140, Handel's between 145 and 155, and Mozart's between 150 and 155. Dykema (37:221) using his own Kwalwasser-Dykema Test with 5,840 European children between the ages of nine and eighteen found a decided tendency for brighter children to rank higher than average on his test of music ability. Lundin (73:221) states, "We believe that where ade— quate measures of musical ability are used, intelligence is 33' positively related to music." Farnsworth (37:184) supports this opinion when he says, "The fact remains that if one is to reach the highest level of musical success, one needs an intelligence considerably above that of the average." Studies Supporting the Theory of Low Correlation between Music Ability and Academic Intelligence Hollingworth (53:95~109) states that ”Children of high I.Q. tend to yield music test scores appropriate to their chronological ages, but not to their I.Q.'s." Carey (19:72—74), after a review of relevant literature, found that "musical capacity has a low correlation with intel- ligence." Kwalwasser (68:256) says in support of this statement that "low correlations between intelligence and music tests of innate sensory capacity are likely to exist.“ He then I. qualifies his statement by saying that ,it cannot be said that low intelligence and superior musicianship are likely to be found together." Robertson (102) conducted a study of a large population over a wide geographical area in the United States in 1941. Kwalwasser (68:54) describes the study as follows: Robertson tested 5,013 children in six geographically scattered cities for both intelligence and music talent. The cities were Syracuse, Buffalo, and Ilion, all in New York: St. Francis and Hutchinson, Kansas: and Roswell, New Mexico. He used Kwalwasser-Dykema Tests for measuring musicianship and the Otis, Binet and Kuhlmann-Anderson 34 Tests for measuring intelligence. The intelligence test scores were then correlated with the music scores of all subjects used. This population came from grades four to twelve and ranged in ages from eight to twenty years. By sex the boys and girls were approximately »1 1/2 I.Q. levels apart. Using these intelligence scores as a basis of selection and segregating the best and poorest five hundred mental scores and their achievement in music, we discover that the best minds with an I.Q. range of 127 (top ten per cent) regress to the 58th percentile (only eight above the median) in music, or 37 percentile points poorer in music than in .intelligence. The poorest minds (lowest ten per cent) ‘with an I.Q. average of 75 have music test scores 20 percentile points better than their I.Q.'s or to the 25th percentile in music. This extensive live-source study yields results that would seem to strengthen the theory that a low correlation exists between music ability and intelligence. The possession of a degree of native music ability is, of course, necessary. A similar earlier study supporting this theory was conducted by NeWkirk (91) at Syracuse University in 1934. Kwalwasser (68:57-58) states that one thousand school children were used in this study. The outcomes of the study show that those having an."0tis [intelligence test] average above the amedian of 60 drop to 40 in music while the Otis average of 35 below the median crosses the median line and attains a level of 65 in music” [Kwalwasserwnykema Test]. While (42:130) "no research finding ever results in proof," it may safely be concluded from the evidence contained in the above studies (68:56) that,"spme fine minds are not so \- 35 fine musically, and some poor minds are not so poor musically. Some fine musicians are not so fine intellectually, and some poor musicians are not so poor intellectually." In the light of the findings in the foregoing scientific research studies, it is reasonably safe to assume that a low correlation exists between music ability and intellectual capacity. This conclusion supports the opinion held by the 'writer that mental contact may be made with these children through the avenues of music. The innate mental, physical, emotional, spiritual, and musical potentialities may thus be reached and developed. A Comparison of the Teaching of Music as an Art and as a Science Music as an Art The approach to music as an art has for its goal the enjoyment of music, the appreciation of the beautiful sounds of music, and the understanding of the musical meanings through the innate music?ability of the participant. Music learning by the educable retardate, when approached from the artistic standpoint, is possible. This is true since the retardate possesses innate music ability to a greater or lesser degree. Reoper (54:23-24) states that "music is an 36 art, and as such, it has an appeal to man's ppiritual nature . . . his instincts and emotions. As an art it has the up— lifting emotional dynamic which can exalt the personality and ennoble it." Dennis (27:15) gives a functional aspect to the art of music when he says that "music can ameliorate the harshness of life. . . . It can contribute to personal fulfillment and self—realization." Theseare end results of the aesthetic experience which derives from the appreciation of music as an art. Musrell (82:7) states that "everything indicates appreciation as the necessary central aim of music education." Since the mentally handicapped are less retarded musically than mentally (68:54), they are better able to learn classroom music through an approach to music as an art than through an approach to music as a science. lggsic as a Science The science of music is concerned with the identifi- cation of facts and the search for truth in music through a systematic, intellectual study. It emphasizes the theoretical, abstract, mechanical, and technical aspects of music. Mursel (82:5) states that "the notion that there is a mysterious antago- nism between music and science is absurd. . . . The real essence of science is simply the discovery of fact." Hooper (54:23-24) says that "music is also a science. As such, it 37 makes intellectual demands equal to that of any other school subject. A.knowledge of the more technical elements in music requires a careful intellectual training." Because of the obvious intellectual demands made on the learner through the scientific approach to music, such an approach is recognized as being ineffective for use with educable mentally retarded children. Comments, such as the following, from responding teachers support this thought: "To the mentally retarded, music is pure sound. Teach everything through rote: no theory, no technical aspects, no reading of music notation. Symbols mean nothing to these children." Competencies of Teachers of the EducablefiMentally‘Betarded Teachers of exceptional children are educated according to two major plans (72:116), namely, ”giving additional specia1~ ized education to experienced elementary teachers or educating teachers in both elementary and special education in a four~ or five—year curriculum." Teacher Training in Special Education in the State of Michigan At the present time in the State of Michigan, the six state universities of Wayne, Michigan State, Eastern Michigan, University of Michigan, Central Michigan, and Western Michigan 38 as well as Northern Michigan College have teacherwtraining programs leading to degrees in various areas of special edu— cation, including that of mental retardation. These teachers follow the training program formulated by the State Department of Public Instruction (1:6) in Lansing, Michigan. No special music courses, however, are included in the training programs to insure successful teaching of school music to the mentally handicapped. .Music materials and teaching techniques found in this study are proposed for the use of those who are responsible for the guidance and classroom music program of the educable mentally handicapped on the elementary level. Teacher Characteristics Teachers who undertake the instruction of mentally handicapped children need many competencies in addition to those required by teachers of normal children. Essential personal characteristics of the successful teacher of the mentally retarded are listed by Alward and Bristol (1:7). Included.in this list are the following: The~teacher= 1. must be temperamentally fitted for the work, 2. should be aware of how the retarded child thinks and what his personality is like, 39 3. should have an unlimited amount of patience and understanding. Among other authors who enumerate the desirable personal characteristics of the teacher of mentally handicapped children are Mackie and Williams (74:41) and Abraham Levinson, M.D. (71:121). A number of teacher respondents volunteered information as to personal characteristics considered as desirable for teachers of the mentally handicapped. The following comment is typical of those received on completed questionnaires: "Optimism, enthusiasm, calmness, strength, patience, love, and joyfulness are needed if one wishes to succeed in teaching the mentally handicapped." The important personal qualities of sympathy, combined with objectivity, acceptance of the child, resourcefulness, and the willingness to exert more than.crdinary effort and patience seem to be the outstanding personal characteristics necessary for the music teacher who would be successful in the teaching of mentally handicapped children. Thus, from the reports in the literature, it appears that the education of the educable mentally handicapped has been an object of concern to educators in the State of Michigan, as well as throughout the nation, since the early nineteenth century. Educational opportunities in increasing numbers 40 are being made available to these children (50:1). The mentally retarded may be identified and classified. He has distinguishing characteristics and needs that may be ascertained through observation and study. A knowledge of these is necessary for planning an adequate music curriculum for the educable mentally handicapped child. The mental and music status of the retardate may be determined through the use of intelligence and musical aptitude tests. Research studies support the supposition that little or no correlation exists between intelligence and music ability. Educable mentally handicapped children are better able to learn classroom music when it is presented to them as an art than when presented as a science. The retardation of the educable mentally handicapped child does not affect his music ability as greatly as it affects his intellectual capacity. He is therefore able to learn classroom music on a par with his normal peers when appropriate teaching techniques and materials are used. Special education teacherwtraining programs are found in many institutions of higher learning in the State of Michigan. No special music courses are included in these ,training programs. The remaining chapters of this thesis are devoted to 41 a study of specially selected music activities, materials, and teaching techniques for use with the elementary educable mentally handicapped. Chapters III and IV contain the method of investigation and analysis of the data. Chapter V presents results and conclusions, and utters implicaticns fer further study in the area of school music for the mentally handicapped. CHAPTER III METHOD OF INVESTIGATION This study was undertaken in an effort to identify those components of the elementary schoolroom music program that seem more suitable than others for use with educable mentally handicapped children. That an adequate school music program may be used by the teacher as a tool subject for the guidance as well as the education and development of these children is one of the major tenets upon which this thesis is .based. An attempt is made in this study to supply teachers with appropriate school music activities materials and teaching techniques calculated to contribute to the realization of this concept. The investigator was convinced that the best source from which reliable information regarding school music for the elementary educable mentally retarded could be obtained was the teacher engaged in this work. §ources of the Data The author utilized four sources of information for the collection of data pertinent to the study. The Special 42 43 Education Office of the Department of Public Instruction for the State of Michigan. the Educational Directory from the United States Office of Education in Washington. D. C., the super- intendents of elementary public schools in various cities in the State, and teachers actively engaged in the teaching of music in special rooms for the elementary educable mentally handicapped were asked to assist in the gathering of data for the study. The Special Education Office Department of Public Instruction State of Michigan The Special Education Office of the Department of Public Instruction for the State of Michigan furnished the names and addresses (50:1) of elementary public schools in Michigan having special rooms for the education of elementary educable mentally handicapped children. Schools having three or more such rooms were selected for use in the study. A mailing list using information given by the Special Education Office was compiled for use in gathering the data. The list could not be complete;, since information given by the Special Education Office did net include the names of the superin~ tendents of the selected schools. 44 Educational Directory The 1961-62 edition of the Educational Directory {122:II) from the United States Office of Education in Washington, D.C., was consulted to complete the mailing list. The names of the superintendents of the selected Michigan public school systems were taken from this source. Superintendents of Elementary Public Schools The school superintendents of the selected schools were contacted by letter. They were requested to furnish the author with the names and school addresses of teachers under their juriSdiction who were currently teaching schoolroom music in the special rooms for educable mentally retarded children. The replies from the superintendents resulted in a list of good teachers recommended as source persons for the gathering of data for the study. Teachers of Music in Special Rooms for Educable Mentally Retarded Children One hundred and twenty-five teachers were recommended as source persons by the superintendents of the elementary public schools selected for use in the study. These formed the total survey sample. Information having a direct bearing upon school music programs for educable mentally retarded children was solicited directly from these teachers. 45 The Instrument of Measure The instrument selected for the collection of the data from the participants was the direct mail questionnaire. This type of instrument was chosen because it seemed the most ex- pedient method of obtaining both factual and effective data from a widely dispersed sample of respondents in the State of Michigan. The instrument proposed to collect data relevant to the three hypotheses stated in Chapter I of the study. The three purposes of the questionnaire were: 1. to obtain information from respondents as to which of certain school music activities are more suitable and useful than others for use with the elementary educable mentally retarded child. to obtain information concerning some materials that are better suited than others for use with these activities in special rooms for the educable mentally retarded. to obtain information as to some of the teaching procedures that are more effective than others in teaching classroom music to elementary educable mentally handicapped children. . l . . The instrument constructed was composed of eight parts See appendix, page 157. 46. and consisted of 219 questions. The data requested in the introduction covered a general View of the total music pro~ gram.in the school. Information was sought as to whether both nommals and retardates were in attendance in the same school building, the number of rooms occupied by normals and retardates. the organization df the music program, and the activities included in the music program. The second part of the instrument concentrated on data concerned with educable mentally retarded children only. In~ formation regarding the I.Q- ranges and music capacities of the educable mentally retarded, the number of children taught by each teacher, and the objectives held by the teachers in the school music program was sought in this section. The third, fourth, fifth, sixth, and seventh parts of the instrument requested data on (1) the music activities of singing, music reading, rhythm, listening, and the playing‘ of instruments as related to the schoolroom music program for the educable retardate, and (2) suitable materials for use with each activity. The eighth part of the instrument requested data having a bearing on special teaching techniques that are especially effective for the teaching of classroom 'music to-these children. The items in the instrument were styled.for multiple choice and for affirmative—negative response. Provision.was 47 made for responses other than those listed among the alter— natives offered. Early drafts of the questionnaire were submitted to six qualified staff members of the educational research and music departments of Muchigan State University for scrutiny, criticism,' and suggestions. This procedure was intended to make the instrument pertinent, appropriate, and adequate in coverage. Revisions were made on the basis of suggestions received, and additional refinements were made to insure the greatest possible clarity of meaning. The questionnaires were then coded in order that non-respondents might be identified and reminded of the request for their cooperation in the study. The instrument and cover letters1 explaining the pur- pose of the study and soliciting teacher cooperation were mailed to each sample member during the 1961 fall term of the University calendar. A stamped, addressed return envelope was enclosed to encourage reply. Because of the length of the instrument, a period of four weeks was allowed for completion and return. Two reminders2 ten days apart were sent to those who had not responded at the end of the fourth week, or later. A reinforcement of interest and motivation of the re- cipients and the replacement of two misplaced instruments lSee appendix, pp. 153—154. 2See appendix, pp. 155~156. 48 resulted from.this followeup procedure. The Procedure for the Analysis of the Data Questionnaire Data The information assembled from the questionnaire in» cluded both objective and free~response items from all respondents. The returned instruments were checked and the replies to each question were manually entered upon a master control list. They were then verified, sorted into the major categories, totaled, tabulated, and printed as separate or grouped summaries for each of the items in the eight major areas. All free» response items were manually recorded, classified, and counted ‘by the investigator. Percentage group response was computed for all objective questionnaire items. The various types of statistical designs available for the analysis of research data were carefully considered. The investigator concluded that all of the data obtained through the objective responses could best be analyzed by simple percentage comparisons between the replies and the total number of respondents in each such item. A statistical consultant at.Michigan State University verified this conclusion. This process was followed in the analysis of the data. This chapter has presented the plan for collecting and 49 analyzing the data of the study. In Chapter IV efforts will be made toward the amassing of a body of materials, teaching techniques, and music activities eSpecially adapted to school~ room music programs for the educable mentally handicapped. CHAPTER IV ANALYSIS OF THE DATA Collection of the Data One hundred and twenty-five questionnaires were distri- buted to teachers of music in elementary classrooms of educable mentally retarded children in the State of Michigan. Ninetyc eight questionnaires were completed and returned. Of this number, twenty—three were disqualified for use in the study be- cause of one of the following reasons: 1. Replies were based on music programs for trainable retardates. 2. Replies were based on music experiences on the junior high school level. Table 3 shows data concerning the response to the question- naire. Table 3. Response of teachers to the queStionnaire. ——-—.-- Completed No Disqualified Usable Initial Returns Response Responses Responses Mail ing No . a %b No . 7. No . % No . % 125 98 78.4 27 21.6 23 18.4 75 60. a . . b . . . . . Number of questionnaires. Per cent of initial mailing. 50 51 Table 3 shows the number of completed returns to total ninety-eight, or 78.4 per cent of the total number of instru- ments distributed. Twenty-seven teachers, or 21.6 per cent of the initial number, failed to respond. The disqualified responses numbered twenty-three, or 18.4 per cent of the total number of questionnaires mailed. The usable responses numbered seventy-five, or a total of 60 per cent of the initial mailing. This number was deemed adequate (48:611) for the study. Elan for the Analysis of the Data The analysis of the data will be presented in three sections, corresponding to the sequence of the hypotheses stated by the author, page 5. Section l.--An Examination of the School Music Activities in an Effort to Discover Those More Suitable Than Others for Elementary Educable Mentally Handi- capped Children. Section 2.--An Investigation to Discover Suitable Classroom Music Materials for Use with Elementary Educable Mentally Handicapped Children in Each School- room Music Activity. Section 3.—~A Searching for Some of the Special Teaching Techniques That May be Used in PreSenting School Music Activities and Materials to the Elementary Educable Mentally Handicapped Child. The technique for analyzing the data consisted in per cent comparison for multiple response items and for affirmative‘ negative responses based on the total number of respondents 52 for each item of the questionnaire concerned with Sections 1, 2 and 3. Section l.--An Examination of the School Music Activities in an Effort to Discover Those More Suitable Than Others for Elementary Educable .entally (68:57) and Handicapped Children. Reliable research studies by Newkirk (91} indicate the ability of educable (68:54), mentally retarded children to learn and actively parti ipate This is an area in which Robinson (102) on an equal with his normal may comp in many schoolroom music activities. ete Music activities that are appropriate for educable a W n AL... the educable retardate peers. ' mentally retarded children will be vestigated in this of Chapter IV. Activities Investigated The classroom music activities emaluated in this study *ccal product 2., ntonation, reading. in the areas of rote—sin ing, . nee, include: fundamental rhythnic respo dramatization, \ 1. Singing, unison and two—part Rhythm activities: rhythm instrument playing, singing games, and dancing. active participation and quiet Listening experiences. listening. 53 4. Playing of instruments: melody instruments. harmony instruments, keyboard instruments, and orchestra and band instruments. Evaluation of flusic Activities In determining the suitability of music activities for use with elementary educable mentally handicapped children, evaluation was made according to criteria established through library sources used in the study, as well as according to criteria resulting from teacher responses to the questionnaire. These were interpreted in the light of the researcher's many years of experience in teaching elementary classroom music. Criteria.--The criteria for the selection of music activities was based first of all on the possible contribution the activity would make toward enabling the child to achieve his primary purpose in life. The criteria established through the study posed the following questions: 1. Is the ability of the child able to meet the demands of the activity? 2. To what degree does the activity contribute toward the fulfillment of the present and future needs of the child? 3. To what extent does the activity fit with the character~ istics peculiar to this type of child? 54 Criteria set up in addition to those above were esrablished as a result of teacher responses to the questionnaire. They ask: 1. Miss Does the activity afford an enjoyable experience for the children? Does it create an increase of interest in music in general? Does it result in a desire for repeated experiences of the same type? Does it contribute toward a lengthening of the attention span? - Does it contribute toward facility in learnin as th: activity is repeated? Does it aid in the development of the power of memory? Does the activity help the child to build selfeesteem? Within the general scope of singing the following will be discussed: (1) vocal production, (2) intonation, (3) unison rote-singing, (4) twowpart rote~singing, and (5) music reading of unison and twowpart songs. in children's Vbcal Production and Intonation.—-Proper vocal production to inging is achieved through good posture, natural diaphragmic breathing, and a tone quality that reflects the 55 spirit and the meaning of the song. In—tune singing may be achieved through proper vocal production, and attentive listening to the highness and lowness of pitch on the part of the child. Games wherein musical pitches are imitated by the child are frequently used to improve his sense of pitch. Table 4 shows the emphasis placed upon correct posture, breathing, and in~tune singing in classroom music for educable mentally retarded children. Table 4. Emphasis placed upon correct breathing, posture, and in-tune singing in school music for the elementary educable retarded child. 0....— 5-... --v.— I m.“- w m' w“."'- “-‘“‘ Total Great ? Item Some hone Keeponse Deal Amount of emphasis placed on correct posture and breathing 72 25. 69.4 9.6 Emphasis placed on inetune singing of educable elementary retardates 70 27.2 52.8 20. o‘u‘ L .—u~-..—-.-.reo—._~--.u. “a- Results shown in Table 4 indicate an interest by teachers in the vocal production and intonation of these children. How» ever, singing is frequently employed as a therapeutic measure to free these children from withdrawal tendencies, inhibitions, and tensions. In these instances, the therapeutic values are 56 stressed and musical values are less important. Unison Rots-Son Sinqing.—~This experience rated very highly with all of the teacher respondents. Table 5 indicates the frequency of the rote-song singing experience, the extent of the are number of Table 5. Item Unison rote-song singing Creativity Making an extra stanza 0 words Making a melody f a short poem Composing ative outgrowth resulting from activity, and the unison son's learned during one academic semester. Frequency of unison song singing, resultant creativity, and number of songs learned. i“; .g._ __ Fre uenc of Occurrence Total Re- q y Average sponses '% % % % Number Daily Sometimes Never Seldom 75 100. f 69 43. 35. r“) N! or 69 29. 43. 28. a melody on one's own name Number of songs learned 44 ' 18.4 y. The above figures indicate the place of prominence occupied by rote~song singing in the music programs for th S7 educable retardates. Creativity in melody composition and in adding an extra stanza of words to songs was encouraged by many of the teachers reporting. A summary of teacher replies showing success in terms of rote-song singing satisfying the developmental demands of the criteria set up for the evaluation of activities is shown in Table 6. Table 6. Unison rote~song singing activity summary of teacher opinions as to success in criteria areas. c..- Total Number % Yes % No Item of Responses Affords an enjoyable experience 75 94.6 5.4 Creates an increase of interest in music in general 69 94.2 5.8 Creates a desire for re~ peated experiences of the same type 67 93. 2. Lengthens the attention span 59 83.2 16.7 Contributes to facility in learning 59 78.5 21.5 Aids in development of memory span 59 76.5 23.5 Helps to build self~esteem and self—confidence 68 97.6 2.4 _‘ Y 'T' T 58 Mental, social, emotional. and aesthetic development is furthered through participation in unison rote song singing, as indicated in Table 6. q With rare exceptions. all children are able to partici~ pate in unison rotemsong singing- The large number of sense ilearned by each group as shown in Table 5. the many needs that are satisfied through this activity. and the importance of rote-song singing as the basis for most schoolroom music learnings emphasize its need in the music program for the educable retardates. Iggo—ggrt Rote SongASinqing.—-Because singing in harmony presupposes the ability on the part of the singer to hear sounds of combined pitches accurately while singing one's own part. many teachers do not attempt this type of music with mentally retarded children. Hewever. Martens (77:60) claims that "some groups do fairly well in simple part singing." She refers to the mentally retarded in this statement. Free-response replies from teachers state that the two-part song experience is successful when music types such as rounds and simple descants are used with these children. Table 7 includes data as to frequency of two~part singing and the average number of two~part songs learned by each group of children in one semester. Creative efforts of the children are also included in this Table. 59 Table 7. Summary of frequency of two‘part roteesong singing. creativity. and number of two-part songs learned. Frequency of Occurrence Average Item Total 74 76 % % Number Replies per Frequent Some- Seldom Never . Semester times Two-part singing 69 2.9 20.2 17.4 59.5 Creativity‘ Improvising harmony part 45 13.3 31.1 55.5 number of tWOvpart songs learned 18 2.8 Information gained from Table 7 shows that less than one-half of the total number of responding teachers attempt two-part singing with mentally retarded children. A number of responding teachers claim that two—part singing is very difficult. if not impossible. for these children. Among the teacher respondents who include twoepart singing in the school music program. a sizeable percentage report gains in mental. aesthetic. and emotional child develop~ ment as a result of these experiences. Music Reading.-—The reading of music demands inte.lectual ability to understand and translate abstract music symbols 6O rapidly and accurately into sound. The mental disability of many educable retardates makes such intellectual processes impossible. Music reading is not necessary for the learning and enjoyment of music by these children. In fact. Kwalwasser (69:149) questions the practicability of music reading for normals. He says. ”The happiness and usefulness of most people today does not hinge on music reading skill, for so few are required to read music after leaving school.” Wallin (123:353) discourages attempts at acquirin music reading skills by mentally handicapped children. He says that,"most of the mentally deficient cannot learn music by note, but must be taught by the rote method." Reports from respondents as shown in Table 8 support Wallin's thinking. It will be noted in this table that 76.1 per cent of the total 67 teacher respondents make no attempt to teach music reading. Of the 23.9 per cent who did teach music reading, a number indicated that the results do not juStify the time “nd effort needed to realize a measure of success. Table 8 shows the developmental possibilities of the music reading activity according to opinions of respondents. Affirmative replies to the question having to do with the child's self~esteem development greatly outnumber negative replies. Other areas show an approximate equal division be- tween affirmative and negative replies. 61 Table 8. of results. Extent of the music reading activity and evaluation Total Average Item Responses‘% Yes % No Number was music reading taught in rooms for the educable mentally retarded? 67 23.9 76.1 Do results justify the time and effort expended? 28 57.1 42.2 Are children able to read easy unison songs? 26 53.8 46.2 Are children able to read easy two-part songs? 28 10.3 89.7 About how many reading songs were learned in one semester? 4.9 Did the music reading activity: Afford an enjoyable experience? 25 46.2 53.8 Create an increase of interest in music in general? 23 56.6 43.4 'Create a desire for repeated experiences of the same type? 17 47. 53. Tend to lengthen the attention span? 20 50. 50. Contribute to facility in .learning? 16 43.7 56.3 Aid in developing the memory span? 2O 50. 50. Help the child to build self-esteem? 2O 80. 20. needs that May Be Supplied Through Singing Activities.-e Among the needs of the educable mentally handicapped child that may be supplied through participation in the singing activities are: (1) happy group participation, (2) a feeling of belonging, (3) a feeling of importance, (4) cooperation 62 with others, (5) respect for the opinions of others, (6) satisfaction in success, (7) emotional security, (8) skill in listening and observing, (9) mental resources for the use of recreation and future leisure. Rhythm Many of the teacher respondents report that rhythmic activities are not part of th school music prorram. These are frequently a part of the physical education program. The rhythmic activities shown in this section of the study are a part of the school music inatruction. Rhythmic activities satisfy many of the needs of the mentally handicapped child. Kirk and Johnson (64289) quote Descoeudres and say, "Movement of the body is an important factor in the development of the mind." Inskeep emphasizes the value of the rhythmic program in its contribution to the health of the child. She says (572316) that "a distinct health contribution of music is the rhythmical value in connection Rhythmic activities inveStigated and evaluated in this section of Chapter IV include: (1) fundamental rhythmic responses, (2) singing games, (3) dramatization, (4) rhythmic instrument playing, and (5) dancing. Fundamental Rhythmic Response.--Large bodily motions, 63 such as walking, running, hopping, swaying, and the like, performed in time to music are termed fundamental rhythmic responses. That this activity was a favorite one in music programs for the educable mentally handicapped may be deduced from the findings in Table 9. Affirmative replies outnumber negative ones in all items with the exception of that of lengthening the attention span. Needs that may be satisfied through the activity are: (l) a happy social group experience, (2) cooperation with others, (3) a feeling of success and achievement, (4) a feeling of belonging and being wanted, and (S) coordination of muscles through the discipline of timed responses. Singing_Games.~wmhis activity is one of group formation (often a circle) in which motions such as walking or skipping are performed to the accompaniment of group singing or other music. Happy group experience is usually the purpose of this activity. Table 10 shows the evaluation of this activity as made by teacher respondents. It will be noted that affirmative responses greatly outnumber negative responses in all items of criteria shown. Needs that may be supplied through the use of this activity include: '(1) skill in listening and observing, Table 9. of the activity. 64 Fundamental rhythmic response extent and result Item Are fundamental rhythmic activities included in the school music program? Are creative responses a frequent outcome on the part of the children? About how many fundamental rhythmic experiences took place in one semester? Evaluation according to criteria: Affords an enjoyable experience? Creates an increase of interest in music in general? Creates a desire for repeated experiences of the same type? Contributes toward lengthening of the attention span? Contributes toward facility in learning? Contributes toward development of the memory‘span? Halps to build self- esteem? Total Replies 57 65 37 44 38 28 33 26 21 37. % Yes 86.5 87° 66. 67.5 5395 Average Number % No 130 f u q; I Q 340 38. (2) learning to maintain democratic relationships with others, (3) a feeling of importance and of being wanted, (4) develop~ ment of muscular coordination, and (5) ability to follow direction and take orders. Ill -’ 65 Table 10. Evaluation of the singing game activity. Total Average Item Replies % Yes % No Number Are singing games included in the school music program for the educable retardate? 58 98.2 1.8 Are singing games created by the children as a natural outgrowth of repeated experiences? 57 52.9 47.1 Singing games learned in one semester 5.7 Evaluation according to criteria standards: Affords an enjoyable experience? 43 74. 26. Creates an increase of interest in music in general? 35 79.9 19.1 Creates a desire for repeated singing game experiences 39 90. 10. Tends to lengthen the attention span 32 75. 25. Contributes to facility in learning 29 86.5 13.5 Aids in developing memory span 41 83. 17. Halps to build self-esteem 33 73. 27. Dramatization.--Dramatization is the acting out of the meaning of the song or other music in the manner of a mime. The actions may also imitate a specific activity performed to the regular recurrence of the rhythmic beat. Table 11 indicates the evaluation of the dramatization activity according to the criteria set up for the selection 66 of activities for these children. Table 11. Evaluation of the dramatization activity. Total Average Item Replies '% Yes % No Number Is dramatization part of the school music program for the educable mentally retarded? 62 85.5 14.5 Are dramatizations created by the children as a natural outgrowth of the dramati— zation experience? 59 76.5 23.5 About how many dramatization activities-took place during one semester? 38 4.5 Evaluation according to criteria standards: Affords an enjoyable experience? 22 63.7 36.3 Creates an increase of' interest in music in general? 21 57.5 42.3 Creates a desire for repeated experiences of the same type? 21 76. 24. Contributes to the lengthening of the attention span? 28 82.5 17.5 Contributes toward facility in learning? 25 80. 20. Aids in memory development? 28 82. 18. Helps to build self~esteem? 27 88.5 11.5 A relatively small number of teachers responded to this item as shown in Table 11. The dramatization activity requires mental processes 67 of Judgment and decision—making. Much teacher guidance is needed in order that the children learn to select appropriate actions to interpret the music used. The needs that are satisfied through this activity include: (1) self expression, (2) skill in listening and observing, (3) experience in making decisions, (4) development of the imagination, and (5) discovery of the communication possibilities of music. Rhythm Instrument P1aying.—-Rhythm instruments used in the special classrooms for elementary educable retardates are of the same types as those used for normals. They are used in groups, as in the traditional rhythm band, or singly and in small groups when accompanying singing or other music. Rhythm instrument playing contributes to the develop- ment of the child's power of making decisions. Precise rhythm instruments depict certain interpretative effects in music and the choosing of the best instrument for such effects is part of the child‘s mental training. The activity also assists in the development of the rhythmic sense and improves the muscular coordination of the child. In Table 12 will be found an evaluation of the rhythm band activity made according to the criteria set up in the study for this activity. 68 Table 12. Rhythm band activity. Extent, evaluation, and results of the activity. Total Average Item Replies % Yes % No Number Is the rhythm band included in the music program for educable mentally handicapped children? 61 78. 21. U! U1 Are creative attempts made to invent rhythm band accompani— ment for music played? 42 64.5 35.5 About how many rhythm band experiences took place in one semester? 23 11.8 Evaluation according to criteria set up by teachers in questionnaire .Affords an enjoyable experience? 29 58. 42. Creates an increase of interest in music in general? 18 78. 22. Creates a desire for repeated experiences of the same type? 25 56. 44. -Aids in lengthening the attention span? 25 71.9 28.1 Contributes to facility in learning? 10 60. 40. Aids in the development of the memory span 2O 75. 25. Helps to develop self- esteem? 18 38.9 61.1 Table 12 shows an average of 11.8 rhythm band experiences taking place during one semester in rooms of twenty-three of 69 the respondents. This average indicates the ability of the children to take part in this activity. Table 12 also shows the contribution the activity makes toward the development of the child's mental abilities and his personality. Needs that may be supplied through the use of the rhythm band are: (l) discrimination, (2) skill in listening and observing, (3) respect for the rights of others, (4) co- operation with others, (5) experiencing a feeling of belonging and of success, and (6) learning to contribute to the common welfare. When rhythm instruments are used to accompany songs or other types of music, singly or in small groups, various sound effects may be obtained. Frequently a simple repeated rhythmic pattern, known as a rhythmic descent, is used to accompany a song. Development of the child's sense of rhythm is an expected outcome of the rhythmic descent playing. Single rhythm instruments are frequently used with the educable mental retardates to clarify a difficult rhythm pattern being learned. Table 13 shows the average number of rhythm instrument experiences, other than rhythm band, taking place during a g’semester together with an evaluation of the activity and an account of results according to the questionnaire criteria. 70 Table 13. Rhythm instrument activity. Extent, evaluation, and results of the activity. Total Average Item Replies % Yes ‘% No Number Are rhythm instruments used singly or in small groups for sound effects or rhythmic descants in the school music program for elementary edu- cable mentally retarded children? 44 61.5 38.5 Are creative efforts made by the children to_invent such sound effects and rhythmic descants? 44 38.5 61.5 About how many such rhythmic experiences take place during one semester? 18 15.5 Evaluation of the activity according to criteria shown in questionnaire: Does the activity: afford an enjoyable experience?‘ 17 70.5 29. create an increase of interest in music in general? 21 71.3 28.7 create a desire for repeated experiences of the same type? 18 50. 50. contribute to the lengthening of the UT 'attention span? 20 65. 35. contribute toward facility _ in learning? 12 58.3 41.7 aid in developing memory span? 10 10. 90. help in developing self~ esteem? 19 74. 26. 71 An average of 15.5 experiences with rhythm instruments used to produce sound effects or rhythmic descants took place in the special rooms of eighteen of the teachers who responded to this questionnaire item, during one semester. Table 13 also shows-the developmental use of this activity. Aesthetic, mental and emotional development is indicated in the results shown in Table 13. Needs of the educable mentally handicapped child that may be supplied through the use of this activity are: (1) growth in concentration, (2) development of judgment and discrimination, (3) ability to cooperate and work with others, (4) the feeling of belonging and of being important, and (5) the social experience of working and planning with others. Folk, Square, and Social Dancing.--Folk dancing con- sists of the execution of simple dance steps in time to muSic. The folk dance may be an authentic one, or it may be a created one geared to the abilities of the group. This activity may be employed with all ages of elementary educable retardates. The square dance calls for more intricate dance steps and formations. It is better used for older elementary children. Social dancing was not favored by responding teachers for use in the elementary school music program. Replies from the teachers imply that the social, emotional and physical immaturity of these children make participation in this activity impracticable. 72 Table 14 shows the frequence of occurrence of these three types of dances in the elementary educable mentally retarded special rooms, the resultant creative efforts of the children, and the average number of dances of each type learned during one semester. Table 14. Folk, square, and social dancing. Frequency, creative efforts, and average number learned. Frequency of Occurrence 96 % Frequent times Seldom Never Folk . Dancing 48 6.3 50. 10.3 33.4 Creativity 36 16.5 83.5 Number ' learned 14 1.8 Square . Dancing 43 9.3 34.9 2.3 53.5 Creativity 25 8.2 91.8 Number learned 15 3.7 Social - Dancing 39 5.1 7.4 7.6 79.9 Creativity 16 18.5 81.5 Number performed 5 2.2 Results as shown in Table 14 indicate less participation 1'17 dance activities than in the other rhythmic actix'f’irties of hflflciaalnental rhythmic response, singing games, and dramatization. 0 pile three types of dancing, folk dancing enjoyed the greatest F 73 favor, with square dancing taking second place. That social dancing is not used in elementary rooms for the educable re- tardates is shown in Table 14 wherein the "seldom" and "never" replies greatly outnumber the "frequent" and "sometimes" replies. Response to the evaluation query of the instrument as to the selection of the dancing activities drew a response from approximately only one-tenth of the teachers. The evaluation according to criteria standards offered by this limited number of teachers discouraged social dancing, gave some encouragement for the use of square dancing, and showed preference for folk dancing. Needs supplied by the dancing activity include: (1) happy group activity, (2) cooperation with others, (3) im— provement of muscular coordination, (4) improvement in poise, (5) learning to follow directions, and (6) experiencing the feeling of belonging and of being important. Listening The listening activity satisfies one of the most important of the future needs of the educable mental retardate: that of enriching the leisure of adult years. Kirk and Johnson say (64:190) that "as a result of the increased leisure time of workers, the special class must make definite provision 74 for experiences in leisure time activities." Listening activities recommended were those of active participation in music heard--such as rhythmic responses, drawing to music, and learning new songs--and of quiet listening to music. In quietly listening to music the children identify themes of the compositions and strive for recognition of orchestral instruments. Children also learn to differentiate between types of music and moods in music through quiet listening. Table 15 shows the extent of the listening activity, the evaluation according to the developmental aspects of the criteria,.and the results of the.activity. Information in Table 15 shows a unanimity among the teachers as to the importance of the listening activity in the school music program. That listening affords an enjoyable experience was endorsed by all of the responding teachers. Other replies show a greater affirmative than negative response in all areas, with the exception of that in creativity. Present and future needs of the educable mentally handicapped child that may be supplied in part through the listening activity are: (l) appreciation of beauty in musical sounds; development of the aesthetic sense, (2) relief from tension, (3) affording pure enjoyment, and (4) building a taste for good music that will be valuable for later adult leisure activities. 75 Table 15. Listening activity. Extent, evaluat ion, and results. Total Item” Replies % Yes Average % No Number '7 vwv f Are listening experiences part of the school music program fer the elementary educable retardates? Is creativity in the following areas an outgrowth of the listening experiences? Creative rhythmic responses? Creating words for a melody already learned? Making instruments resembling those heard? About.how many listening experiences took place in one semester? Evaluation according to developmental aspects of criteria: Does the activity: afford an enjoyable experience? create an increase of interest in music in general? create a desire for repeated experiences of the same type? contribute to the lengthening of the attention span? contribute toward facility in learning? aid in developing the memory? help in building self~ esteem? 43 67 58 100. 68. 21.5 27. 100. 93. 17 76 The Playing of Instruments The instrumental playing activities investigated in the study are: (1) small winds and melody instruments, (2) harmony instruments, (3) keyboard instruments, and (4) band and orchestra instruments. Melody Instruments.—*The playing of melody~type instruments presents mental and physical problems to the educable mentally handicapped child. Mental difficulty is encountered in the attempt to read the music notation. Physical problems include the necessity for quick, accurate muscular coordination in order to properly manipulate the instrument. When melody instruments are taught rote-wise, concentration, retention and recall processes are required to reproduce the tones of the melody in proper sequence. The rote process is possible, provided the child's mental ability is adequate for this concentration, retention and accurate recall. Teachers responding to the questionnaire query re- garding the types of melody instruments played by educable mental retardates stated that the tonette, melody bells, tone bells, and hand bells were more successfully used with these children than.other types of melody instruments. Table 16 shows the extent of this activity in special rooms for these 77 ‘children, together with an evaluation of the activity and an account of the results. Table 16. Melody instrument playing activity. Extent, evaluation, and results of the activity. Total Average Item Replies % Yes % No Number Is the playing of melody type instruments part of the school music program? 12 100. Do children attempt to create original melodies on these instruments? 12 38. 62. About how many experiences in playing melody instruments took place in a semester? 8 5 Evaluation of the activity according to developmental aspects of the criteria: Does the activity: afford an enjoyable experience? 12 92.4 7.6 create an increase of interest in music in general? 12 83.6 16.4 create a desire for repeated experiences of the same type? 12 76. 24. promote a lengthening of the attention Span? 10 60. 40. contribute to facility in learning? 12 67.2 32.8 help to develop memory? 10 60. 40. help to build self- esteem? 12 83.6 16.4 78 Data in Table 16 indicate developmental possibilities resulting from the playing of melody instruments by the mentally handicapped. While the number of teachers reporting is not large, the information offered indicates the suitability of this activity in the music program for these children. Needs of the child that may be supplied through this activity are: (1) recognition, (2) mental satisfaction through achievement, (3) social approval, (4) independence, (5) improves ment of efficiency and tenacity, and (6) aesthetic development. Harmony Instruments.--The autoharp and piano were the only harmony instrument used in schoolrooms for the mentally retarded as reported by nineteen teachers of a total of thirty- nine responding. The autoharp will be discussed here; the piano will be discussed later in the section showing keyboard experiences. The playing of the autoharp by the teacher introduced the instrument to the children. The children were then taught to strum the strings as the teacher manipulated the chord . bars. The activity was reported as being successful, and an average accomplishment of 7.5 autoharp experiences during one semester was reported by the teachers. Table 17 shows the summary of teacher responses as to the evaluation and results of the autoharp activity. This table shows the developmental possibilities of the 79 Table 17. Autoharp activity. Evaluation and results of the activity. Total Average Item Replies % Yes % No Number Was the autoharp playing in— cluded in the classroom music program for educable mentally handicapped children? 37 51.5 48.5 Did the children invent rhythm strumming patterns for playing on the autoharp? 21 33.3 66.7 About how many autoharp experiences took place during one semester? 12 7.5 Evaluation according to developmental aspects of the criteria: Does the autoharp experience: afford an enjoyable A 1-- experience? 19 63.1 36.9 create an increase of “ interest in music in general? 17 94. 6. create a desire for repeated experiences of the same type? 19 100. contribute to the lengthening of the attention span? 13 64.4 35.6 help in developing the memory? 11 72.8 27.2 help to build self-esteem? 15 100. activity when used with educable mentally handicapped children. Important developmental factors indicated are those that build self-esteem within the child and those that engender a love of music. The latter is manifested by the expressed desire 80 of the child to repeat the musical experience. Needs that may be supplied through the use of this activity are: (l) feeling of success and importance, (2) co- operation with others, (3) social approval, (4) a feeling of satisfaction in achievement, and (5) growth in the appreciation of music. Piano Playing Activity.-eThe investigation of the playing of the piano centers about two divisions in this study: (1) keyboard experiences in the classroom as used to accompany children's singing, and (2) class piano lessons conducted during the regular school music period. Reports from respond- ing teachers indicate the incorporating of the keyboard experience into the school music program, and its successful use. Class piano lessons were taught by only one responding teacher. All work in this class was taught rote-wise. The lessons were twenty-minutes in length and were given twice each week. Be— cause of the rejection of this activity by all but one of the responding teachers, the piano class—lesson activity was not selected as a suitable one for the educable mentally handi~ capped. The keyboard experience is; used in various ways in Special rooms for the educable retardate, as will be seen from Table 18. A single child or two children are used in this activity. They play single tones or chords at stated times during the singing of the song by the group. 81 Table 18. Keyboard activity. Manner of using the activity. Total Item Replies %.Yes % No One child plays one key at stated times as the group sings a song 14 78.6 21.4 One child plays two alternating keys as the group sings a song 14 64.3 35.7 Two children share the experience playing alternating keys 14 71.4 28.6 The child plays one chord at stated times as group sings a song 7 43. 57. One child plays two or three different chords to the song 14 21.4 78.6 Two children are used for alternating chords 14 21.4 78.6 One child plays a short motif each 2 time it occurs in the song 14 42.8 36.2 One child plays a melodic fragment as a melodic descant for the song 14 28.6 71.4 One child plays the entire song at the keyboard 14 14.2 85.8 The use of one child playing one key or two alternating keys and of two children playing alternating keys were the only variations in the keyboard experience recommended by affirmative replies in Table 18. Table 19 shows the evaluation and the end results of the activity. Fourteen teachers report one keyboard experience during an academic semester. The developmental possibilities of 3c Table 19. Keyboard activity. activity. 82 Evaluation and results of the Item Total Replies % Yes % No Average Number Are keyboard experiences part of the music program for the educable mentally handicapped children? Did children make attempts at inventing melodies at the keyboard? Did children ever try to create chords for use with the song singing? About how many keyboard experiences as described in the questionnaire took place during one semester? Evaluation of the activity according to the develops mental aspects of the criteria. 17 15 l9 14 Does the keyboard experience: afford an enjoyable experience? create an increast of interest in music in general? create a desire for repeated experiences of the same type? contribute toward lengthening the attention span? help to develop the memory? contribute toward facility in learning? help to build self- esteem? l4 13 13 12 ll 12 12 34. 26.4 36. 85.8 59. 91. 42. 54. 58. 75. 6 73.6 63.5 14.2 58. 45.4 42. 25. 83 the piano experience activity as indicated in Table 19 suggests its suitability for use with mentally handicapped children. The number of teachers responding to questionnaire items concerned with keyboard activities was not large. However, the possibilities of its successful use with these children are indicated by the teachers who did respond. Needs that may be supplied through the use of this activity are: (l) recognition, (2) sense of achievement and success, (3) social approval, and (4) a happy contribution to a group experience. Band and Orchestra Instrument Playing.~—Elementary school band and orchestra activities are usually taught by the instru« mental specialist. However, since this study represents an effort to investigate and evaluate all elementary school music experiences, these activities are investigated at this time. Teachers report that elementary band was taught in the regular elementary schools wherein special rooms were used by the elementary educable retardates in 61.5 per cent of a total number of sixty schools reporting. Elementary orchestra was taught in 48.7per cent of a total of forty-eight schools reporting. The number of educable mentally retarded children who participated in the band activity with the normals totaled thirteen children in four different schools. Only one child 84 from the special room for mental retardates took part in the elementary school orchestra. The instrument played by this child was the snare drum. Mentally handicapped children- included in the elementary school bands performed on the following instruments: clarinet, cornet, flute trombone, baritone horn, violin and drum. Four teachers reported a special class of instrumental instruction for the educable mental retardates only, and one teacher reported giving private instrumental lessons to the mentally retarded. The special class met twice each week with four children in attendance. The private lessons were given to two mentally retarded children once each week for a thirty—minute period. In the light of the inadequate response to this section of the questionnaire, a fair statement as to the suitability of the band and orchestra activity for use with educable elemen- tary retarded children is not possible. However, free responses from teachers indicated that the time and effort needed for a very small amount of success in these areas might be more profitably spent in other areas of music. In a final effort to arrive at a satisfactory selection of music activities, teachers were requested to list music activities in the order of the children's preference. Table 20 summarizes the information obtained. Activities are listed 85 in rank order. Table 20. Preference of music activities indicated by children's choices. Total ‘% of Total Item Responses Rank Responses Singing activities 73 First 37.3 Singing Games 73 Second 17.8 Fundamental Rhythmic Response ‘*73 Third 16.4 Rhythm Instrument Playing 73 Fourth 13.6 Listening 73 Fifth 9.5 Dramatization 73 Sixth 5.4 Activities selected.-g.ra,m is: a . Highly suc: (:2. e s sful ? Yes No b . Somewhat successful. ? Yes No“ c . . Sligmjiy suc-c essm? Yes-_Nn“ d. Unsuccessful? Yes—*No: 3. As to the end results, would. youL say that: the listening experience: a. Tends to lengthen the attention span? Yes No b. Creates a, greater interest in music Yesfi—Nofl in general? _— C. Cl.;'n!..;r.ibutes to ease in learning? Yes No d. Serves as an. aid to bette r memory _— retxent:.i.on? Yes No e. Creates a. desire fuzz-r additional “—— listening eszeriemze? ‘ Yes No f. Builds self-esteem] and selfw _— confidence in the child, due to suc— cessful. ouf Chime s of his effurts ? Yes—__No g . Othe r PLAYING OF INS ’I'R UMENTS MELODY INSTRUMENTS 1. Does your group play any of the melody instruments? a. Flutophone Yes No b. Tonette Yes No c. . Othe 'r' 2. What do you look for in a c«: Tnpnsition for melody instrument playing: a. A short composition? Yes No b. A familiar song? Yes No (I . A composition having a limited — __— nurnber of different notes? Yes No d. A 0mm sition to which a vocal harms._.ny part Inay be added? Yes No e. A C(11m1.1z)si‘.i3n livaving scaledine melody? Yes No f. A composition having simple ——_ _— Inelodif‘ skips ? Yes N o g. A comp with n haw ring easy time _— _— 1: a1 ue s ? Ye: s__No___ 1: O ,9 '12” .; Proc e dur e s l . What techniques do you use in teaching the children to play the Inelody 13:14.93 '1. urnent a. B) 1.411%: , showing how each tone in the given composition i 5 play e d ? Shane tim e s Al‘w .21"; s S el dom \Te ve r__ b. By numbering each f5.‘-ar.u.ger to 'torrespoz ___d wit}. the hole it will close on. the instrument, and then calling the nmnbers t.) paednce the tones gi.'<.'e:!’LV instruments 1. Playing band or orchestral instruments k. Listening to music. .1. Watching films , flim strips , etc . , about. I‘nilsic m. Dratmarizatusn of saungs t: . Other 2. In your teaching (.f music to the Inentally retarded, have you found them to have _. as a rule: a. A very short. attention span? Yes No b. Less creative ability than normals? Yes No c. Less shill 11y tu‘; retain knowledge? Yes No d. A need for a great deal. of repeti- tion in order to learn? Yes NO e. A withdrawal attitude due to fear of failure (caused perhaps by for- rnc-r experience of repeated failures. in learning) ? Yes No f. {A tem‘lemty to ti _re quickly of an activity ? Yes No g. A short. memory span? Yes No l1. {3?};9 r t--I—v1-— _~'v _p.-.--v —-—--- .—— I 3. If you teach both the normals and the mentally retarded, what would you say are the outstanding differences in the general procedures used for teaching school music to the mentally re- tarded as compared with those used for the normals? 4. Will you please list any teaching technique that you have found especially successful in presenting any phase of the school music program? 10. ll. BIBLIOGRAPHY Alward. Eileen and Bristol. Barbara. Special Education for the Mentally Handicapped Type "A". Flint. Michigan: Department of Public Instruction. 1957. Baker. Harry J. and Charters. W. W. "Basic Facts and Principles Underlying Special Education." Forty- ninth Yearbook of the National Society for the Study of Education. Part II. Chicago. Illinois: University of Chicago Press. 1950. Beattie. John W. and WOlyerton. Josephine. The American Singer.. New York: The American Book Company. 1954. . The American Singer Book I. New York: The American Bock Company. 1954. . The American Singer Book II. 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