Music unlocks doors for some autistic children

[Guest guest]

Music unlocks doors for some autistic children

Saturday, December 25, 2004

By DENISE FAVRO SCHWARTZ

dschwartz@...

MAKING MUSIC

Program: Music as Language for the Autistic Child Where: Northampton

Community Music School

When: Classes meet weekly, two at the music school, one at the

Street Elementary School, Northampton

For info:

Trotta speaks in rapid-fire sentences about the community

music school he directs in Northampton. But when it comes to talking

about the school's program of music therapy for autistic children,

he looks at the ceiling and searches for the right words. " It's

profound, " he says, finally.

In describing what happens in " Music as Language for the Autistic

Child " classes, Trotta is visibly moved. " It's an emotional

connection, not a tangible thing; it is so hard to describe, " he

said.

It is as if the magic in music that moves living beings to dance,

sing, create, connect and express joy affects children on the autism

spectrum in a way that conversation and regular communication

cannot.

Studies show, said Trotta, that many children with autism have a

natural connection to music. Its structure provides a sense of

security and familiarity. It captures attention, provides multi-

sensory stimulation and is very organizing. And so, he continues,

music as therapy can be very successful. And fulfilling.

Parents of children in the school's program agree.

Trotta recalls the story of the mother of a student who called the

school in tears. She was stunned, she said. She had never seen her

child express such joy. He mentions the father who told Trotta that

his son was singing the songs at home that he learned in the

program. " You've given him a way to express happiness, " the father

said of his child.

Heidi and of Easthampton entered their son, ,

in the program. With Asperger and Tourette syndromes, Nick not only

liked to be alone rather than in a group, said his father, but he

stuttered, too.

" He's a ham and he likes to sing. Our pediatrician knew about the

music program and suggested it for Nick, " said. " When

Nick saw that he could play instruments in the class, he was all

over it. And it's helped with his speech. When he sings, he doesn't

stutter. "

said that Nicolas will be a part of the class " as long as

there is grant money for it. "

To build structure and a sense of familiarity, every class starts

with a " hello " song and ends with a " good-bye " song, Trotta said.

Then, music therapist " Rusty " - and intern Rosemarie

begin storytelling in song.

Students take part in the story, filling in the blanks at their turn

by singing something that makes sense to them. Sometimes, the group

will play instruments together, " in any way they want to, " said

Trotta, adding that the room can grow noisy, but it is

always " beautiful. "

A singer and composer, Trotta knows the value of creating music in a

group. " When you practice music alone at home, the creative

expression is wonderful. But when you share it, something special

happens. Making music together is a powerful thing. For children who

need to learn to be a part of a group, this is the way to do it, " he

said. " It leads to learning to be a part of a something larger than

yourself, fitting in, sharing. "

The good stories about students in the program are important to

share. They give hope to parents, to children. They reinforce the

values that governs the music school. Trotta tells them with

seriousness tinged with satisfaction. There was the student who

enrolled in the class and did not seem to respond to it, he said.

" He didn't have good rapport with Rusty, " said Trotta. " He felt

isolated and singled out. " - was beside himself and

tried everything he could think of to make a connection with the

child, Trotta said. Finally, on the very day - was

about to throw up his hands in defeat, " that was the day the boy was

a different person, " said Trotta. The boy engaged with his

instructor and hugged him. " You're my bestest teacher, " he said.

" You don't know when it will happen or why, but one day a door will

open and the child goes though it and does not go back again, " said

Trotta. " And they are changed forever. "

© 2004 The Republican.

[Guest guest]

>

> Music unlocks doors for some autistic children

>

> Saturday, December 25, 2004

> By DENISE FAVRO SCHWARTZ

> dschwartz@r...

>

> <snip>

> It is as if the magic in music that moves living beings to dance,

> sing, create, connect and express joy affects children on the

>autism spectrum in a way that conversation and regular

>communication cannot.

This does not surprise me in the least. As an Aspie and a

professional composer/performer, I would sing-song-speak to my child

when he was an infant.

When he was a toddler, he communicated in sing-song-speak mode which

also eradicated the oftentimes associated " drone " that some Aspies

cultivate.

And I believe that music has helped him be the happy little boy he

is for the most part (well, that and the fact that basically he's a

very happy little boy who is cherished by his mother for his

uniqueness).

>

> Studies show, said Trotta, that many children with autism have a

> natural connection to music. Its structure provides a sense of

> security and familiarity. It captures attention, provides multi-

> sensory stimulation and is very organizing. And so, he continues,

> music as therapy can be very successful. And fulfilling.

I would have to agree. :-)

>

> " He's a ham and he likes to sing. Our pediatrician knew about the

> music program and suggested it for Nick, " said. " When

> Nick saw that he could play instruments in the class, he was all

> over it. And it's helped with his speech. When he sings, he

>doesn't stutter. "

When he was old enough to stand upright without tipping over

backwards, he was allowed the freedom of being in my home studio and

to play my synthesizers and piano. The only rule was that he had to

respect my instruments (which he did).

The first instrument (if you can call it that) I purchased for my

child when he was 3 years old was a pair of lightweight drumsticks

and a practice pad (it's a heavy rubber pad, round -- and as big as -

- like the top of a snare drum). He would accent his comments with

whacks (light or heavy, depending on what he was communicating) to

the practice pad.

Through music (whether it was sing-song-speak or instruments), my

child learned to communicate effectively ... at least with his

mother.

>

> Students take part in the story, filling in the blanks at their

>turn by singing something that makes sense to them.

And that's the trick .... singing something that makes sense to the

child, not necessarily to the adult. And sometimes, it's the silly

things the child adds to the song that makes the song the success it

is because it opens up the imagination to a myriad of possibilities.

I have always maintained that everyone is musical and everyone can

sing. Singing " well " doesn't even enter the equation because who

is to say who sings " well " and who sings " poorly " ? Afficionados of

hardcore country oftentimes think jazz musicians are tone deaf;

purveyors of fine classical music oftentimes espouse the belief that

rock'n'roll is a travesty of fine notation.

What matters is being able to express one's self in a way that

soothes the soul. :-)

Raven