Why Adapted Notation?

There are many reasons as to why learning an instrument and becoming a music maker should be available to everyone, but especially to students with autism and other special needs. Like any other task, learning a new instrument can be daunting. For a student with autism, the challenge and frustration of this task may be heightened. Unfortunately, there has been little research into tools and processes in which to help people with autism learn an instrument in an educational setting, not just as a therapy. Music notation can be hard to decode for any beginner, it equates to the learning of a new language. 
One topic that has been talked about is the use of a color-coded notation. Using a colored system has been researched in other subject areas and there is some evidence stating that using colors in instructional materials can improve performance and retention.
​(Rogers, G.L, 1991).
“Stimuli received through several senses excite more neurons in several localized areas of the cortex, thereby reinforcing the learning process and improving retention.” (pg. 64)
(Rogers, G.L., 1991).​

How did this notation come about?

After starting a beginning instrumental program at a school for students with special needs, I quickly found that some students were struggling with the learning and retention of music notation and corresponding instrument fingerings. This finding led me to brainstorm ways in which I could help students with retention and recall. 

I immediately turned to color-coding their music. Adding this extra aspect of stimuli made it easier for them to retain and recall the notes on the staff. The next step was finding a way to help with the corresponding fingerings on their instrument. 
The first trial was having a fingering chart on the music stand next to their piece of music. I quickly found that asking these students to focus on two pieces of paper at the same time was too much. This is when the idea of inserting the fingerings directly into their music came to mind, not only that, matching the color of the note on the staff to the fingering picture. This made it possible for students to follow the music and recall fingerings as they read.

This resource was designed with the idea of transitioning to traditional notation in mind. The shape of the notes and layout of the staff does not change. When the student is ready, the teacher can follow these simple steps:

​1. Take the fingering pictures out of the music
2. Take the colors out of the notes

Although this may not be the answer for every student, it could help many in the beginning process of learning an instrument. Having this resource could help with executive functions, anxiety of learning something new, recall, and retention.

I believe my connection to music mirrors why many of us are involved in the arts: to give those on the autism spectrum, as well as persons viewing or enjoying their art, a greater appreciation for what it is to be human. 
–Stephen Shore

Rogers, G. L. (1991). Effect of Color-Coded Notation on Music Achievement of Elementary Instrumental Students. Journal Of Research In Music Education, 39(1), 64-73.
Shore, S. (2016, June 12). Dr. Stephen Shore: The importance of art and music for autistic people. Retrieved December 5, 2017, from http://the-art-of-autism.com/dr-stephen-shore-the-            importance-of-art-and-music/