Part 3: Engagement

*Note: This is the third of a four-part blog series. For parts one and two, click below.

This is a perfect opportunity to think outside the box. Know that it’s okay to incorporate other instruments or activities into the lessons. If you’re still learning about music or doing something that will advance their
music skills, it is okay to move away from the lesson instrument. This can be especially helpful for young students or those with shorter attention spans.

• Employ a drum to talk about different rhythms. Perhaps doing a call-and-response activity to practice
  rhythms would be more engaging and fun than using the lesson instrument. Maybe the drum would be
  useful for finger autonomy; for example, you can play with finger 1, 2, 3, etc., then expand this to finger
  patterns, such as 1-2-3-2-1, or 5-4-3-2-1, etc.
• If you don’t have a drum, body percussion could serve the same purpose. By adding stomping,
  clapping, skipping, or tapping beats wiggly students will have a chance to move while also reinforcing
  rhythmic concepts.
• Use recorded music to do some gross motor movement and get the student to feel the beat. You might
  ask the student to physically demonstrate high/low, heavy/light, fast/slow. Or you could have them do a
  mirroring activity and relate that to elements of music. It can make a dramatic difference to just let them
  move a little.
• Complete a workbook page together or some physical writing on a page. This can include notation,
  music theory, or listening maps!
• Use technology: iPad games, background loops on a keyboard, GarageBand, etc. can be very
  engaging. Or simply pull up a YouTube video that incorporates the student’s preferred music or a
  concept you’re addressing in lessons. Allowing students to share their favorite music video with you can
  work wonders for engagement.
• Change roles for a little while and have them “be the teacher” and teach you something they’re interested in or know about. This could be a preferred song, a technology skill, or something they’ve
  learned in another class. Another way to facilitate this role switch is to give them a turn to be the “leader” during call-and-response or imitation activities.
• Allow opportunities for playing written music and playing by ear to work on both reading and listening
  skills.

If your student is losing interest you can present a different novel material you think they’ll like, or have several options of books, activities, or songs. It’s important to ask them what they want to do, but you may be faced with an “I don’t know.” In this situation, it’s up to you to make an educated guess. Pick music that you think they will think is cool. In general, it’s good to take a deep breath and relax/have fun (even in the most difficult situations). The students will take your cue.

Are you interested in more tips to support the non-traditional music students in your life?

The music therapy team at West Music has compiled a four-part series with a variety of ideas and recommendations based on their experiences teaching students with diverse learning styles!

Click the buttons at the top of the blog to see parts 1 & 2, and watch for the final installment coming soon!