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Approaches to Teaching Music Counting to Piano Students with Autism Spectrum Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Approaches to Teaching Music Counting to Piano Students with Autism Spectrum Disorder./
Author:	Kim, Sunghun.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	145 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
Contained By:	Dissertations Abstracts International84-01B.
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28771527
ISBN:	9798834067894

Approaches to Teaching Music Counting to Piano Students with Autism Spectrum Disorder.
Kim, Sunghun.

Approaches to Teaching Music Counting to Piano Students with Autism Spectrum Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 145 p.

Source: Dissertations Abstracts International, Volume: 84-01, Section: B.

Thesis (D.M.A.)--University of South Carolina, 2022.

This item must not be sold to any third party vendors.

The purpose of this study was to interview five internationally and nationally recognized professionals currently teaching piano to students with autism spectrum disorder, and explored their approaches to teaching music counting to students with ASD. The interviews contain 1, 2, 3, 4, and 5 of questionnaire. Sections 1, 2, and 3 focus on teacher experience and training, studio demographics, and educational curriculum. Sections 4 and 5 of the questionnaire focus on pedagogical practices in teaching music counting to piano students with autism spectrum disorder, including questions regarding pedagogical approaches in teaching meter, rhythm, and steady pulse. Section 6 emphases on pedagogical practices to teach symbolic notation to students with autism spectrum disorder. This study collected responses to a questionnaire and then summarized those responses to identify best practices in teaching music counting to students with ASD.

ISBN: 9798834067894Subjects--Topical Terms:

516178
Music.
Subjects--Index Terms:

Autism

Approaches to Teaching Music Counting to Piano Students with Autism Spectrum Disorder.
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520 $a The purpose of this study was to interview five internationally and nationally recognized professionals currently teaching piano to students with autism spectrum disorder, and explored their approaches to teaching music counting to students with ASD. The interviews contain 1, 2, 3, 4, and 5 of questionnaire. Sections 1, 2, and 3 focus on teacher experience and training, studio demographics, and educational curriculum. Sections 4 and 5 of the questionnaire focus on pedagogical practices in teaching music counting to piano students with autism spectrum disorder, including questions regarding pedagogical approaches in teaching meter, rhythm, and steady pulse. Section 6 emphases on pedagogical practices to teach symbolic notation to students with autism spectrum disorder. This study collected responses to a questionnaire and then summarized those responses to identify best practices in teaching music counting to students with ASD.
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