Musicking: An Open Window to the World for Young People Living with Intellectual Disabilities

Elena Anger, Candidate au doctorat en éducation musicale, Université Laval
Jean-Philippe Després, Professor of instrumental didactics, Laval University

Introduction

According to the American Association on Intellectual and Developmental Disabilities (AAIDD), intellectual disability is characterized by significant limitations in intellectual functioning and adaptive behavior^[1]. Some genetically related syndromes, such as Down syndrome and Williams syndrome, are primarily characterized by intellectual disability. This condition, often appearing before the age of 22, can restrict the participation of young people in various activities, including musical ones. However, music, with its rhythms and melodies, offers a unique world of expression and development for them.

Developed by Christopher Small, the concept of “musicking” highlights the importance of human relationships in the musical experience. It involves not only listening to or playing music but actively engaging in its creation. This approach underscores the significance of the musical experience, especially for young people living with intellectual or physical disabilities.

Challenges Encountered and Interest in Music

Young people living with intellectual disabilities may face obstacles in various areas such as communication, social skills, cognition, and motor skills. These difficulties can be barriers to participating in activities like music sessions. Despite these challenges, many young individuals show a marked interest in music. For instance, individuals with Williams syndrome generally exhibit remarkable musical abilities (Hooper et al.,

The act of musicking mobilizes various abilities such as hearing, sensorimotor coordination, vision, memory, and emotions. It enables expression beyond formal language and has demonstrated benefits in psychoemotional, social, as well as motor, language, and cognitive domains.

Let’s take a closer look at musical interventions that are best suited for young people living with intellectual disabilities.

Musical Interventions for Young People with Intellectual Disabilities

These musical interventions can fall under music therapy (mostly), music education, or take an interdisciplinary form involving another artistic domain such as dance or theater.

Music therapy uses music to improve the psychological health and well-being of participants, focusing on their specific needs. Music education, delivered by a music teacher, concentrates on the development of musical and technical skills. However, on-field activities in music education can sometimes overlap with those of music therapy to better adapt to the needs of young individuals. Moreover, the emotional and psychological benefits associated with musicking can also contribute to the well-being of young people, explaining why the boundaries between these two approaches are sometimes porous (Peters et al., 2021).

Interventions can be passive (listening to live or prerecorded music) or active (musical creation, musical interactions between the young person and their peers and/or the facilitator). They take place in individual sessions (the young person and the facilitator), in pairs (2 young people per facilitator), or in small groups. The young person’s parent may attend the meetings to develop the parent-child bond through music. Additionally, establishing a routine of activities during sessions promotes participants’ understanding and anticipation, as well as a sense of security due to their predictability (Johnels et al., 2021; Rushton et al., 2023). Musical sessions may include activities such as singing, musical theater, improvisation, instrumental exploration (Orff instruments, guitar, piano, Boomwhackers, etc.), and also movement and rhythm activities (Rushton et al., 2023).

Technologies in Music Education

The rise of modern technologies has enriched music education, especially for young people with specific needs. Digital tools like the Orba ^[1] or the Cosmo ^[2] open new avenues in musical learning. These digital instruments are not just means of producing sounds; they are gateways to innovation and creativity. They allow a variety of activities ranging from improvisation to orchestration, exploring various sounds and instruments (Kossyvaki et Curran, 2020).

For example, the Cosmo, with its colorful lights, is particularly appealing to young people who are more responsive to visual stimuli than auditory ones. This characteristic perfectly illustrates the multimodal approach of these technologies: they focus not only on learning an instrument but also aim to engage the young person on multiple sensory levels. This multimodal strategy has demonstrated its effectiveness, especially in the cognitive development of young individuals, offering them rich and diverse experiences, thus stimulating their full potential for expression and learning (Johnels et al., 2021).

Evolution of Research

Similarly to the use of technologies in music education, recent studies highlight the importance of creative activities in music, such as free exploration of musical instruments through improvisation and composition. These activities stimulate imagination and awaken the creative potential of young people. This freedom of expression increases their motivation and strengthens their attachment to music (Després et al., in press; Johnels et al., 2021; Wong, 2021b).

In the past, some studies focused more on the ability of music to moderate inappropriate behaviors in young people. However, current research focuses more on the positive effects of music on the development of young people’s skills and potential which is often underestimated (Després et al., in press). It is observed that music contributes to the overall development of learners, starting with psychoemotional and social aspects and extending its influence on motor and cognitive domains.

Psychoemotional and Social Benefits

On the psychoemotional level, studies show that active participation in music interventions can have a considerable positive impact on the behavior and emotions of young people. They help reduce aggressive behaviors and protest reactions, while improving the management of emotional crises. Young people become more tolerant of failures and show a decrease in anxiety, resulting in calmer behaviors and openness to musical activity. Music also provides an alternative space for expression, valuable for those who find verbal communication challenging. It enables young people to better express and manage their emotions, such as anger or sadness, through creative means (Després et al., 2023; Hooper et al., 2008a).

Enhancement of Social Interactions

Participating in music sessions, especially in small groups, promotes social interaction and strengthens awareness of others. Young people learn to cooperate and build stronger connections with each other. Some even meet outside the music program and form friendships through common interests (Murphy & McFerran, 2017). Since verbal communication is often challenging for young people living with intellectual disabilities, music allows them another form of communication, facilitating interaction through vocalizations, smiles, eye contact, and gestures engaged in play and creativity (Rushton & Kossyvaki, 2020; Johnels et al., 2021).

Development of Trusting Relationships

Over the course of music sessions, a precious bond forms between the young person and the facilitator, playing a key role in their personal development. Young people respond positively to the presence, vocalization, and touch of the adult, which is essential for building a trusting relationship. This process takes time and requires regular commitment, with a weekly session spanning several weeks or even months. The active role of young people in these activities reinforces their self-confidence and trust in themselves and others (Hooper et al., 2008a; Johnels et al., 2021).

Impact of Music on Personal Fulfillment and Self-Discovery

When young individuals are asked to share their musical experiences, they often express the joy of being with others, belonging to a group, and forming friendships. Their perception of musical activities is generally more positive than that of their surroundings, underscoring the positive impact of music on their well-being (Murphy & McFerran, 2017). Immersing themselves in music, they engage fully as creative and expressive individuals, fostering a profound sense of well-being (Carlson, 2016).

Musicking, at its core, is a human activity that brings happiness, pleasure, and deep emotions. As Higgins emphasized, “Music, by simultaneously engaging our physical, emotional, and intellectual receptivities, makes us feel fully alive.”^[1] By exploring the world of music, young individuals not only discover a source of joy but also a powerful means of self-knowledge, personal growth, and finding their own identity.

Benefits of Musicking for Motor, Language, and Cognitive Skills

Studies highlight that music, especially when involving active interventions, can have beneficial effects on the motor, language, and cognitive abilities of young individuals. While short-term musical experiences bring some advantages, the most significant and lasting changes are observed over the long term.

Musicking for Motor Skill Development

In the realm of motor skills, regular music sessions promote better overall gross and fine motor skills. Young individuals learn to handle objects more adeptly, such as improving their grip on instruments. There is also a general improvement in posture, muscle relaxation, increased fluidity in movements, and a boost in energy (Hooper et al., 2008a). Additionally, some studies have shown a reduction in the frequency of epileptic seizures in young individuals (Johnels et al., 2021).

Musicking to Enhance Language

Music provides a fertile ground for language development. Singing songs often helps young individuals better imitate words and make themselves understood compared to when they speak. Activities like singing and rhythmic diction, involving breaking words into syllables and associating them with rhythms, are particularly effective for working on pronunciation and articulation of words (Hooper et al., 2008b).

Musicking to Foster Cognitive Abilities

Musical activities have a notable effect on the cognitive abilities of young individuals, especially on their attention and concentration (Hooper et al., 2008a). By participating in these activities, young individuals learn to make choices and decisions more autonomously (Johnels et al., 2021). However, it is important that their opinions are considered during sessions to better address their needs, desires, and expectations (Després et al., 2022; Dubé et Després, 2020). Providing them with the opportunity to choose, whether it be the instrument, musical style, or type of activity, encourages not only their autonomy but also their social interactions with peers who share similar interests (Murphy and McFerran, 2017).

Example of the Extraordinary Music Camp

À titre d’exemple, le Camp musical extra-ordinaire (Université Laval, Québec), offre depuis 2020 des séances musicales informelles adaptées aux intérêts individuels des jeunes, par exemple, le choix des instruments, du style musical, du rôle joué et des activités. Ce camp encourage l’exploration et la créativité des jeunes, notamment par l’utilisation d’instruments technologiques innovants (Després et al., 2022).

Conclusion

Musical activities offer multiple benefits to young individuals living with intellectual disabilities, enhancing their social skills, communication with others, and personal development. They can also help manage difficult emotions such as anxiety, anger, or sadness and encourage more joyful and playful behaviors. By involving them in musical activities aligned with their personal interests, we contribute to their well-being and quality of life.

Also Worth Noting

It is interesting to note that some studies have also observed benefits for educators who work regularly with these young individuals. They discover a new freedom in their pedagogical approach, moving away from their sometimes-rigid work framework to embrace a more playful and interactive learning experience (Rushton and Kossyvaki, 2020).

Examples of Technological Musical Instruments:

Learn more about intellectual disabilities:

Tips to Optimize the Well-being of Young Individuals through Musicking

1.Build a trusting relationship: Start by establishing a strong bond of trust with young individuals and their families. Engage in continuous dialogue with parents to understand the recommended approaches and the preferences of their young ones.

2. Adopt a structured routine of activities: Propose a variety of multimodal activities, including, for example, a welcome song and a closing song. Keep a similar order from one session to another to create a predictable and secure environment. Involve young individuals in determining this routine from the beginning of the sessions.

3. Choose diverse instruments: Offer a range of diverse and suitable instruments. For young individuals with specific motor needs, choose easily manipulable instruments, such as Orff instruments or technological instruments designed for their ease of use.

4. Consider the preferences of young individuals: Actively listen to young individuals to understand their musical interests and needs. This may include choosing songs they know, exploring new instruments, or integrating their personal interests into rhythm, song, or movement activities.

5. Plan the frequency and ratio of activities: Depending on the type of disability of the young individual, consider individual or small group sessions. Regular sessions, ideally several times a week and over several weeks, will create a stable and secure environment. This will foster the development of their skills in various areas and allow them to fully experience the joy and benefits of musicking.

[1] “Intellectual disability is a condition characterized by significant limitations in both intellectual functioning and adaptive behavior that originates before the age of 22.” (https://www.aaidd.org/intellectual-disability/definition)

[2] The Orba 2 is a small device that contains pre-recorded sounds. It also allows for recording oneself and creating loops (https://artiphon.com/products/orba2 ).

[3] The Cosmo consists of switches with visual signals of color as well as auditory signals connected to a computer. They can be programmed to play any sound or music (https://www.explorecosmo.com ).

[4] “Music, simultaneously engaging our physical, emotional, and intellectual receptivities, makes us feel fully alive.” (Higgins, 2011, p. 121).

References

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