Patent Application
20100005952
1. Field of the Invention
The present invention relates to educational tools, manipulates and a theoretical approach to teaching the skill of playing keyboard, and, more specifically, to educational tools, manipulates and a theoretical approach to teaching the skill of playing keyboard to children and/or adults with autism and other developmental disabilities.
2. Description of the Background Art
The teaching approach for traditional piano/keyboard instruction is generally a very structured, theoretical method of teaching. One must be able to have the attention span and learning capabilities to understand the complexities involved in learning how to play keyboard (piano).
Many children and adults on the autism spectrum and/or other developmental disabilities do not have the attention, social skills, and/or learning capabilities to adhere to the traditional style of teaching. Accordingly, in order to give every student an opportunity to learn, there is a need in the art for a method to effectively teach persons having developmental disabilities to play the keyboard in a manner which fits the students' style of learning.
Children with autism and/or developmental disabilities have a unique connection with music. Many, if not all love music and having perfect pitch (or close to), seems to be more common in children with autism then with a-typical children. This can be due to their ability to have, what appears to be, a photographic memory where the pitch of the note is memorized. It is common to find these children fiddling on the keyboard (piano) and figuring out a song or tune they hear. It is also common to find these children singing all the words to a song (Echolalia—the imitation of sounds and words produced by others), yet they may not be able to converse with words in a typical daily conversation.
Music, and the ability to play keyboard (piano), can be a way to “reach into their window”. It is not only educational, it is a tool that helps these children with self esteem, fine motor skills, eye-hand coordination, socialization, language, attention and expression. Piano instruction gives the student an opportunity to not only listen to music, but it is also an opportunity to engage and create the music themselves (expression).
Many systems and aids have been proposed for teaching the musical scale to young children. A number of these systems have utilized colors and/or colored objects, while others have taken the form of card games. Illustrative examples of earlier approaches include those set forth in the following U.S. patents:
U.S. Pat. No. 4,819,539 (Searing) discloses a system which employs display cases having horizontal dividers which represent the lines on a staff. The cases hold flash cards showing objects having names which begin with letters which correspond with the positions on the scale, i.e., a flash card showing a pair of gloves is provided for the note “G”. A cassette tape device generates the noun, the name of the note, and then the sound of the note, after which the student selects another card; the time required to remove all of the cards is clocked by the device.
U.S. Pat. No. 2,807,183 (Ney) discloses a portable dummy keyboard having a frame 56 which displays the musical staves above the keyboard. The frame supports wires on which colored markers representing each of the keys can be mounted.
U.S. Pat. No. 2,447,213 (Sledge) discloses a color code system in which each of the lines on a staff is provided with its own color, i.e. the “G” line is colored blue, and a small blue house is mounted at the end of the line, drawing the analogy to a street.
Markers in the shape of animals having names which begin witch the appropriate letters (i.e., a goose for “G”, a bear for the note “B”, and so forth) are mountable on the display board and are colored to match the appropriate note line. For example, the goose is colored blue (and is also marked with the letter “G”), and the child is taught that the goose lives in the blue house at the end of the blue street. After the child learns the line with which each note is associated, the colored house for that line is moved to the appropriate key on a dummy piano keyboard made up of blocks.
U.S. Pat. No. 2,236,638 (Adams) discloses a device comprising a series of interfitting dummy key blocks which are identical in shape to the keys of a piano, but which are organized according to a color arrangement.
U.S. Pat. No. 2,315,793 (Jay) discloses a system which is somewhat similar to that of Sledge, in that each note has associated therewith the image of an animal whose name begins with the letter which represents that note; i.e., a picture of the head of a goat appears with the note “G” on the printed musical score, along with the letter “G” itself. This same symbol is also displayed on the sides of a hollow toy block which houses swinging chimes which emit the sound of the appropriate note when the block is shaken.
Although these, and other methods, exist for teaching the music scale to young children, these methods do not overcome the intricacies associated with teaching keyboard to persons having autism and/or developmental disabilities. Thus, there is a need for a creative approach to teaching keyboard (piano) to students with autism and/or developmental disabilities.
The present invention uses a variety of teaching tools and manipulatives that help to work around learning deficits, socialization and behavior issues often associated with a student with autism and/or developmental disabilities. It teaches the student how to play first, then by use of game play, the student then learns note reading and theory. By teaching the student to learn to play first, it gives that student an instantaneous sense of accomplishment without frustration.
It is an object of the present invention to provide a method of teaching a student with autism and/or developmental disabilities how to play the keyboard (piano). Once the student has mastered this program, the teacher can then build onto the program by incorporating traditional methods of teaching (depending on the level the student is at). This invention serves as a tool for music teachers, special education teachers, and parents.
Alternative embodiments of the present invention are described herein. The first embodiment utilizes letter connection (C, D, E, F, G, A, B). An alternative embodiment utilizes picture connection (Cat—middle C, Dog—D, Elephant—E, Frog—F, Gorilla—G. Ant—A, Bee—B, Camel—C). The picture connection can be used with students who are not able to identify the note letters (C, D, E, F, G, A, B). It is also contemplated that, depending on the level of the child and/or behavioral and motivational factors involved, the picture connection embodiment may be used prior to beginning the student on the letter connection embodiment. The goal with each embodiment of the present invention is that the student is learning to play the keyboard (piano). The benefits of this method of teaching also include improved self esteem, fine motor skills, eye-hand coordination, spontaneous and receptive language, and increased attention span and expression.
The apparatus in accordance with an embodiment of the present invention comprises a variety of tools and manipulatives. The tools and manipulatives may comprise a kit which may be utilized with one or more of the methods of teaching a person with developmental disabilities to play the keyboard in accordance with the present invention. The kit may include one or more of the following items: a special designed music/song book—used for playing songs on the piano by an instant visual match to the stickers on the keys; Keyboard Stickers (window clings)—identify the keys on the keyboard; Templates—used on the keyboard to help the student with letter identification; Clef Flash Cards—treble and bass clef cards are used in discrete trials to help the student recognize which hand to use (treble clef—right and bass clef—left); “Hands On Keys” Flash cards—used in discrete trials to reinforce hand placement on the keyboard (piano keys); “Find The Note” flash cards—used in discrete trials to help the student find the note with the correct hand (treble clef—right, and bass clef—left); Discrete Trial Record Sheet—used for recording and measuring student tasks; Reference Chart—used as a reference guide for keyboard stickers and hand placement on the keys; Letter Hunt Flashlight Game—used for letter note recognition, note order placement, and reinforcement; Keyboard Chart Matching Game—used for letter note recognition, note order placement, and reinforcement; “Name That Note” Game—used for note recognition and reinforcement; and Memory Game—used for note recognition and reinforcement.
The invention is not limited to the above-described embodiments, and various changes are possible without departing from the principles set forth herein.
The above is a brief description of some deficiencies in the prior art and advantages of the present invention. Other features, advantages and embodiments of the invention will be apparent to those skilled in the art from the following description of the drawings.
The invention will become more clearly understood from the following detailed description in connection with the accompanying drawings, in which:
FIGS. 5 and 5A-G are diagrammatical views of the “Find The Note” flash cards in accordance with an embodiment of the present invention;
The following description is presented to enable one of ordinary skill in the art to make and use the invention and is provided in the context of a patent application and its requirements. Various modifications to the preferred embodiments will be readily apparent to those skilled in the art and the generic principles herein may be applied to other embodiments. Thus, the present invention is not intended to be limited to the embodiment shown but is to be accorded the widest scope consistent with the principles and features described herein.
The method of teaching keyboard in accordance with the present invention is based, in part, on the use of Applied Behavioral Analysis (ABA). ABA is the science of applying experimentally derived principles of behavior to improve socially significant behavior. ABA takes what we know about behavior and uses it to bring about positive change (Applied). The behavior is analyzed within the environment to determine what factors are influencing the behavior (Analysis). The method also incorporates a specific method of teaching used to maximize learning via discrete trials. Discrete trials include a teaching technique or process used to develop many skills, including cognitive, communication, play, social and self help skills. The method further includes game play and educational tools and manipulatives. The method and teaching tools that are used are combined to establish a unique style which is conducive for learning and are relevant in the style of learning for a student with autism and/or developmental disabilities.
Referring now to the drawings in detail, and first to
FIGS. 5 and 5A-G are diagrammatical views of the “Find the Note” flash cards in accordance with an embodiment of the present invention. Sixteen cards are preferably included with this program. Eight cards are used for the bass clef (C, D, E, F, G, A, B, and middle C) and eight cards are used for the treble clef (middle C, D, E, F, G, A, B, and C). These flash cards are also preferably used in discrete trials. Tasks are recorded and measured on the Discrete Trial Record Sheets (illustrated in
It is also contemplated that the find the note flash cards may be utilized in a memory game. Two sets of “Find the Note” flash cards are used. The cards are placed on the floor face down, in no specific order. The student picks a card and then randomly picks another card to see if it matches. This is done until all matches are found. This game helps with musical note and letter recognition.
Although the above figures were described in accordance with the use of letters and letter recognition, in an alternative embodiment of the present invention the letters and letter recognition may be replaced by pictures and picture recognition as illustrated and described. For example, the stickers illustrated in
The letter connection embodiment is preferably geared to students who have the ability to identify letters (visually and/or verbally). The picture connection embodiment is preferably is geared to students who do not have the ability to identify letters (visually and/or verbally). The picture connection embodiment program should be used temporarily to prepare the student for the letter connection program.
A method for teaching children and/or adults with autism and developmental disabilities is disclosed in accordance with the present invention. The method of teaching keyboard (piano) in accordance with the present invention is based on a visual and auditory connection, rather then the traditional method of having to read music, which can be a difficult task for special learners. This program is a backwards approach to teaching keyboard (piano) where the student learns to play songs first (by letter and/or picture connection), and note reading and theory is taught at a later time.
A first step in the method for teaching persons with autism and developmental disabilities how to play keyboard is to provide a classroom environment (instructional room) which is conducive to learning. Many students who have autism and developmental disabilities are easily distracted. The instructional room should be simple and non-distracting.
The following should be available in the instructional room and used (when needed) for behavior modification and re-directing students that are easily distracted (Applied Behavioral Analysis). Token Board System—helps keep the student motivated, focused, and on task. Visual Cards (PECS—Picture Exchange Communication System)—for students who are non-verbal or require prompting. Positive reinforcement—hang a sign up that states “Today I am working for . . . . ” The student can pick what he/she is working for. It may be a tangible or non-tangible item. Preferably, two treasure chests are maintained in the instructional room. One may be filled with lollypops and the other may be filled with small trinkets. When the student comes in for his/her lesson, a visual card (showing what they are working for) is hung next to the “I am working for . . . . ” statement to remind them what they are working for. Throughout the lesson, the student should be reminded of their reward to help keep them on task. Stickers—keep plenty of stickers on hand. These are great reinforces to use throughout the lesson. It helps keep the student focused and on task. Verbal praise—it is so important to focus on the positive and redirect the negative. The students thrive on verbal praise. Stay Positive—each student is unique in his/her own needs, learning style and behaviors. Time should be taken out to get to know the students and their caretakers. This will help the program to be a success. Patience—A virtue.
Another step in the method for teaching persons with developmental disabilities to play the keyboard is setting up the keyboard. As described above, stickers are included with the kit (see
The first lesson should begin by giving the student a sense of accomplishment. It is not important to teach fingering (unless the student has a willingness to adapt without frustration), time signatures, note values, and bar lines in the beginning. These aspects will follow as the lessons progress. By the end of the first lesson, it is important that the student is playing melodies from the music/song book (see
Begin by placing the special designed music/song book at the keyboard (piano). Open the book to the first song of “Mary Had A Little Lamb”. Also, begin with only placing the right hand stickers (
Another step is to reinforce the use of the right and left hand. The program includes visual cards (
Another step includes reinforcing the correct placement of the right and left hands, and the musical notes on the keys. When the student masters the task of right and left hand flash cards (
Another step is to ensure correct fingering. Correct fingering is important but not necessary in the beginning. The goal is to give the student a sense of accomplishment and to be able to play melodies. Correct fingering should be slowly introduced into the lessons by using the finger exercise pages included in the special designed music/song book. If the student is getting extremely frustrated and cannot accomplish this task, it should be left as is. The student will then play with one finger and correct fingering should be slowly incorporated into the lessons at a later time. Use the “Hands on Keys” flash card (
Another step in the method for teaching persons with developmental disabilities how to play keyboard in accordance with the present invention includes game play. Lessons should not feel difficult or frustrating for the student. Games should be incorporated into the lessons. This will help keep the lesson fun and will also help with redirecting the student. The instructional lesson preferably should be kept to thirty (30) minutes. In the beginning, it may be hard for the student to sit for a full thirty (30) minutes. If so, break the lesson up into ten (10) minute intervals with game play in-between. As the lessons progress, the intervals can be expanded to fifteen (15) minutes and eventually the student will be able to sit for the full thirty (30) minutes.
When playing the games with the students, it is important to incorporate socialization skills. Ask the student, “Whose turn is it?” The student should respond, “Your turn.”, or “My turn.” (Depending on whose turn it is). Social interaction is important as many students with autism and developmental disabilities lack this skill.
One game that may be incorporated is the letter hunt flashlight game. This game includes 7 letter cards and a flashlight. Each card has a letter note on it (C, D, E, F, G, A, B). On the back of the card is a Velcro dot so that the card can be hung on the walls around the room. Having the Velcro dot makes it easy to change the position of the cards in the room at each lesson. Turn off the lights in the room and explain to the student that we are going on a treasure hunt for letters. Prompt the student by helping him/her shine the flashlight on the first letter at the keyboard (note C). Then, prompt the student by helping him/her to shine the flashlight around the room to find the letter card that matches the first note (letter card C). Continue to the next note D, then E, F, G, A, B. Find one letter note at a time. When the student finds each note, say the letter note and have the student repeat it (verbally). The instructor can also take turns with the student with playing this game. The instructor finds the first note and then tells the student that it is “their turn”. Ask the student, “Whose turn is it?” The student should reply, “My turn”. Not only is this game a great reinforcement for note letter recognition and order of the notes, it helps with socialization skills and it is enjoyable for the student. This game may be used at each lesson.
Another game is the keyboard chart matching game (see FIGS. 9A and 9B)—The student and the instructor sit on the floor and play a matching game with the notes and the keyboard. A cardboard keyboard is used for this game. There are two rows of Velcro secured letters for this game. When the game is first used with the student, the instructor should leave the first row of letters on. The student then matches each letter to the second row of letters. Begin with the first letter C and complete one letter match at a time (C, D, E, F, G, A, C, Middle C, D, E, F, G, A, B, C). As the student finds each letter, prompt the student by asking “What letter is this?” The student should respond verbally with the correct letter. As the student progresses, both rows of letters may be removed from the board and the student can complete the entire game independently. This game can be played taking turns with the instructor to encourage socialization skills. This game may be used at each lesson.
Another game is a memory game. Two sets of “Find the Note” flash cards (see FIGS. 5 and 5A-5G) are to be used for this game (16 cards in total). Place all sixteen cards face down on the floor. The student can complete this game independently or by taking turns with the teacher (encourage socialization). The student turns a card over and then will randomly turns another card over to see if it matches. If it does not match, both cards are turned back over and the student tries again. Complete this process until all 8 matches are found. As the student turns each card over, the instructor should always ask, “What letter note is this?” The student should respond verbally with the correct letter. This game may be used at each lesson.
Another game is the “name that note” game (see
Another step in the method is to use tangible and non-tangible reinforcements throughout the lesson. It is important to focus on the positive and consistently tell the student that he/she is doing a “Great Job”. Reward stickers should be kept on hand. A plentiful supply will be needed. They are excellent reinforcements and should be used throughout the lesson. In the beginning of the lesson, the instructor should discuss with the student what he/she will be earning at the end of the lesson. Throughout the lesson, and in all future lessons, it is important to remind the student what he/she is earning. This will help keep the student focused and on task.
Although the present invention has been described in accordance with the embodiments shown, one of ordinary skill in the art will readily recognize that there could be variations to the embodiment and these variations would be within the spirit and scope of the present invention. Accordingly, many modifications may be made by one of ordinary skill in the art without departing from the spirit and scope of the invention.
This application claims the benefit of U.S. Provisional Patent Application No. 61/130,667, filed Jun. 2, 2008.
| Number | Date | Country | |
|---|---|---|---|
| 61130667 | Jun 2008 | US |
