As a music teacher, when I encountered my first assessed dyslexic student 20 years ago, it became pretty clear that my current teaching tool kit was not adequate. That was when I first encountered the British Dyslexia Association (BDA) and its support for music teachers. I was put in touch with the late Margaret Hubicki who, for several years, supported me in teaching many students with dyslexia. The BDA Music Committee, of which she was a founding member with the late Tim Miles, is holding its third music training day for teachers – the first one having taken place in 2010. The committee is very proactive, giving guidance to exam boards on access arrangements, arranging qualification-focused training, answering ongoing teacher queries, providing written information and even publishing three books.
This latest event shows how far we have moved in the field of Music and Dyslexia. Here's a glimpse of what MT readers can expect from an impressive line-up of speakers.
Kim Rochelle
Key features of dyslexia and how they may impact on musical activities
This session provides a whistle-stop tour on how dyslexia affects music learning, from note-reading to rhythm and personal organisation.
Paul Harris
Simultaneous learning and the dyslexic music student
Simultaneous learning is all about making connections but also teaching in a non-judgmental and non-dogmatic way. With many dyslexic students suffering from low confidence and benefiting from techniques like mind-mapping, simultaneous learning has much to offer them. Learn how to mind-map in a music lesson and experience top tactics for building confidence and empowering music learning from the UK's much-loved music educator Paul Harris.
Anna Devin
Thoughts from a dyslexic opera singer with a performance of two songs
Irish soprano Anna Devin is widely admired for her ‘vivid sense of bel canto style’ (The Arts Desk), ‘vocal control…artistry and musico-dramatic intelligence’ (Opera News). An opportunity to enjoy some wonderful music but also listen to a personal story about Anna's journey with dyslexia and being an international performer.
Karen Marshall
Dyslexia aware instrumental tool kit: a multi-sensory approach
Working with a student with dyslexic traits, I will be demonstrating live teaching techniques including how to teach a piece; approaching scales; improving rhythm skills; and tackling Grade 5 theory with scaffolding techniques. This session is based on 20 years of experience with developing multi-sensory teaching techniques across a range of ages and instruments.
Nick Sermon and Sally-Anne Zimmermann
Using your tablet and phone to support music learning
A demonstration of Modified Stave Notation and MuseScore
Making simple audio and video recordings is possible with a little knowledge and these can be easily shared with pupils so that learning continues outside the lesson. Nick will show when and how to use technology as a learning aid.
MuseScore is a free music notation software programme that can be modified in ways that are useful for a dyslexic student, such as enlarging music, adding colours and removing confusing information. Sally-Anne Zimmermann from the Royal National Institute for the Blind shows how this is possible. Also explore a Talking Music app with Peter Marchant of the UK Association for Accessible Formats.
Katie Overy, Emma Moore and Rosemary Hodi
Improving children's literacy skills through music games: the MAP
Learn about the research background and development of the Musical Activities Programme (MAP), which uses simple rhythm games to improve literacy skills. Empirical studies investigating MAP's effectiveness at supporting language and literacy skills will be summarised, along with how MAP can be used with small groups of children with dyslexia. Teachers will learn how MAP has been used in the London Borough of Richmond upon Thames.
Sally Daunt
Reasonable adjustments in music exams
An overview of the ways in which candidates with dyslexia, other specific learning differences, or any disability can obtain adjustments of various kinds in music exams. Gain an understanding of how to obtain such modifications, with explanations on why they can be essential.
Also attending, for delegates to speak to at lunchtime, are an ABRSM examiner and a representative from the Musicians’ Union. BDA Music are thrilled that both of these organisations are supporting this event.
The BDA Music and Dyslexia Day will take place on 20 October at Morley College, 61 Westminster Bridge Rd, Lambeth, London SE1 7HT.
Top tips for teaching students with dyslexia or other specific learning difficulties
- Teach in a multi-sensory way and use colour, pattern and music recordings as aids
- Dyslexic students may confuse left and right – avoid using these terms
- Sensitively encourage students to say what they need to learn out loud, to check their understanding
- Produce well-structured lessons: a regular format helps students know what order events will happen
- Watch body language to see if ‘yes, I understand’ really means, ‘no, I don't, but I don't want to say’
- Test understanding without challenging the student, before teaching the concept in another way
- Always over-teach (meaning thoroughly revise) information
- Short-term memory can be a weakness for dyslexic students – mnemonics or similar may help
- Beware of sequencing problems – dyslexic students may find it difficult to sequence note names backwards
- Build the student's self-esteem by focusing on strengths
- Do not speak too fast or say too much at a time, try to use short sentences
- If the dyslexic student complains about the notes dancing, try covering the music with coloured overlays, copy the music onto coloured paper or produce enlarged or simplified copies
- Set realistic goals and ensure all results are rewarded
- Help with personal organisation
- Highlight things to be practised by putting a small bookmark in the music, with no more than three things to practise listed on it – even better, use pictures
- Work in partnership with the parent or guardian
- Be flexible and persistent to find a successful method.
