Cory Chapman

MUSE 350
Observation Protocol / Topic Paper
During my time at my second practicum placement this semester, I was able to observe
and work with the high school band. I noticed a student in the back of the room who did not ever
participate in the music making experience, but always seemed to have a smile on his face, and I
asked my cooperating teacher who the student was and what he did in the band. It turns out that
his name is Jeremy, and he just really likes listening to the band. He is a student in 7th grade, and
he is enrolled in the life skills setting. The high school band meets during the last period of the
day, and he is able to come down to the band room during that time because his parents really
wanted him to be exposed to the program. He really enjoyed his time in the elementary general
music classroom, and he seemed to like playing on the classroom xylophones. I really enjoyed
seeing his face while I was working on music with the band, and it was apparent when he wasnt
there. If I were his primary teacher, Id like to get him more involved in the program. It would
be great to get him playing in the percussion section, but there are certain challenges that will
need to be met in order to get that happening.
Jeremys IEP indicates that he is on the Autism spectrum, and that he possesses both a
cognitive deficit and a tendency to experience sensory overload in certain situations. I have not
had trouble in the past communicating with him, but his work in other courses and in his life
skills setting are consistent with this indication. The first thing I would need to do is make him
feel comfortable and as though he is in a safe space with people who will not judge or make fun
of him if he was to make a mistake or struggle with things. There was an incident earlier in my
time during the placement where it had come down from the administration that Jeremys parents
reported some of the percussion students were making fun of him. My cooperating teacher sat
those students down to ask exactly what was going on, because that seemed unlike them. It

turned out that they had been joking around with Jeremy, and saying things like, Youre silly.
He didnt realize they were just joking with him and took it as an insult, and he felt bad about
being called silly. We got the situation cleared up, but it served to show me how easily things
can be misunderstood or taken out of context. After a positive environment is reaffirmed, and
the student can function appropriately in that environment, then we could start easing Jeremy
into music making activities. I would need to be very clear with my instructions, and model a lot
for what I need him to do, but I would start with very small tasks. We would start Jeremy with
things like a bass drum or gong hit on a piece, such as the one I am currently working with the
band where it is not necessarily required to be in time, and then scaffold his experiences from
there.
The end goal of his experience in the band program would be full inclusion in concerts
with the group and meaningful contribution to the ensemble and the music. We could reach this
goal through a series of small steps starting with the musical experiences I mentioned above. It
would be great to have him be able to play more than just the drums, but also the keyboards since
he really enjoyed playing the xylophone in his general music classroom, and that would require a
lot more work on his part and my own. I would designate my most responsible and kind student
to be Jeremys mentor in the section and to help him if he needed any assistance. Jeremys
experience in the band program could be a positive force for him to move forward with during
the rest of his life, and I want him to have a fulfilling experience.
The most challenging part of getting Jeremy involved in concert performances may not
turn out to be the music making, but his anxiety directed towards the gym where their concerts
are performed. When he enters the gym, he can become overwhelmed by the dimensions and
changes in sound throughout the room, so there would need to be a specialized approach for
introducing him to the environment. The first step would be something like a social story, where

I have pictures and descriptions of how well do things together. I would walk him through the
story and ask him questions about it to make sure he understands what is going to happen. I
would then allow him to ask his own questions if he has any. The next step would be taking brief
daily trips, outlined in the story, to the gym with him either before or after school when it is quiet
and we are able to explore together. Without the presence of sound it may be easier to help ease
him into the environment. The next step in my mind would be to begin rehearsals in the gym,
and allow Jeremy to use earmuffs if he would like, and to make it known that if he is
uncomfortable at any time he is able to let his peer mentor know and they can regroup together in
the band room if they need. Jeremy will be allowed to be by my side during the rehearsals if he
feels more comfortable that way, up until a couple of weeks before the concert. Then we would
transition into his full participation in rehearsals in the gym and begin walking through how the
concert evening will go through the use of another story. All of this would help give him the
chance to be successful and feel accomplished through his participation in the concert. It is my
hope that he would feel more comfortable both about musical experiences and learn the same
content the rest of the students are learning, as well as feel more confident in himself through his
time in the gym which previously gave him trouble.
Another viable opportunity for him to be involved musically would be during marching
band season, where he would have a great chance at being successful as a performer in the front
or back ensemble. Having taught students with disabilities in those settings before, I think that I
could get him to feel comfortable and help him be successful in music making. A lot of rehearsal
time with the pit would be indoors and away from the large group, allowing him more of the
smaller group time he enjoys, as would sectionals during the school day. The same sort of stories
and walkthroughs would ideally be helpful in this environment as well. Because he expresses
anxiety over weather and severe routine changes, I would make sure to talk him through

everything that is going to happen and allow him to experience things at his own pace. If there is
inclement weather during a rehearsal, he would have access to the sensory room if he feels safer
there.
There are a lot of ways that I feel I could help Jeremy be more involved and successful in
a musical environment, and allow him to have the fulfilling musical experiences the rest of the
students get. I would love more time to work with him at this school, and if I continue work at
the program in the future I would love to try and get him involved in the percussion section as
more than just a bystander and listener.