The Arts in Schools - Calouste Gulbenkian Foundation

frequencies and belongs to the Partially Hearing Unit of a juniorschool. Her degree of hearing loss means that she experiences greatproblems in the acquisition of language with consequent difficultiesin understanding others and expressing herself. Music as a means ofnon-verbal communication is therefore particularly relevant. Inaddition, the opportunity for group music-making provides a valuablesocial experience and encourages sensitivity and awareness of others.Many musical activities contribute directly to the formation ofcertain concepts which can be related to improving speech.During the 40 minute lesson which Lisa has with five otherpartially hearing children once a week, the teachers endeavour toprovide a variety of musical experiences some of which arise fromor will be developed and reinforced in the classroom. Lisa enjoyssinging as long as most of the vocabulary is familiar and a song canbe an ideal opportunity for introducing a new word which will beenforced by repetition. Strong rhythmic patterns, a clear narrativeline or plenty of repeated phrases of words are an important factorin the choice of song. The children have performed simple twopartsongs in front of the whole school with great pride. AlthoughLisa can now pitch her voice on some notes and enjoys games basedon vocal sounds, she cannot control the pitch sufficiently to sing amelodic line accurately. However, she no longer sings on a monotoneand is showing more inflexion in speech.The sequential aspect of melody has valuable analogies withverbal language. In the playing of ostinato-type accompanimentsshe is motivated to pay great attention to the group director —teacher or child — where, when words alone are involved, she oftenlacks concentration because of the factors involved in lip-readingwhich together with her hearing-aid are her only means for acquiringverbal language.It is, however, in the area of invented music that she showsparticular ability. She is always brimming with imaginative suggestionsfor representing ideas musically and will search in a very intenseway for the 'right' sound. Showing great powers of discriminationshe immediately rejects what does not satisfy her and experimentswith a wide variety of sound sources. Often while experimenting shewill find sounds which suggest other ideas and will be motivated touse words which, at some other times, she is reluctant to do.Without a wide variety of musical experiences — large areas ofcreative potential would be left undeveloped and her understandingof many music/sound concepts would be much more difficult. It isby reflecting these concepts in speech, and by providing the opportunityfor the sense of achievement through creation and performancethat the partially hearing child's ability to communicate bothverbally and non-verbafly are strengthened.'171 The need We endorse the widely held and still growing conviction infor action the UK, USA, Canada, Scandinavia and other countries(reviewed in the Wamock Report) that so far as is humanlypossible, disabled children and young people should share theopportunities for self-fulfilment that we want for all children.This places a special responsibility on those who have to teach104