With words from Christopher Blake himself, as the brother of a boy with autism, and his testimony of how he found music to be a powerful and indispensable tool in the lives of these individuals…
Growing up with an autistic brother in a musical household has meant that the link between music and autism has been prevalent in my life and has always fascinated me. During my time studying at the University of Glamorgan (now the University of South Wales), I looked closely at this connection, culminating in my dissertation: “Designing Technology-Assisted Music Workshops for People with Autism.” Since graduating in 2013, I have been very fortunate to put my findings into practice, while also facilitating several music workshops. It’s something that never ceases to amaze me: the link between music and autism and the practicality of technology is incredible. What’s even more surprising is that since completing my research in 2013, this link is increasingly being used when engaging autistic participants in music-making activities. When I look at how music, technology, and autism can be linked for positive outcomes, I have come across some of the following insights:
- Music technology engages participants through novelty, interest, and visual appeal.
- It offers a way to make music without “wrong notes” and can easily eradicate the fear of “making a mistake.” The use of iPads, Kaossilators, and other technology can allow a participant to create and maintain a rhythm, play complex patterns, and more through hand movements or triggers.
- The ability to use technology to easily repeat and repeat patterns seems very appealing, keeping things familiar and eliminating any unexpected changes or sounds.
- Technology can be adapted and controlled to suit each individual. Autism is a spectrum, and no two people are the same: technology allows you to adapt to each individual's learning and play styles.
- Music technology can aid communication, improve social skills, and lead to positive outcomes in group music sessions.
The use of technology that allows participants to play together has meant that I have been part of some big “huddles” with participants using technology. While this was true in my findings for the autistic participants, these theories and ideas almost definitely extend to my music sessions with all participants, not just those with autism. It’s like my brother says in his autism talks, “I’m sure I’ll face some of the challenges because of my autism, but I bet everyone often faces the same challenges, like being stressed out by something changing unexpectedly or noises and feelings that upset you.”
Using technology with my brother during my university studies demonstrated that using technology in musical activities with autistic participants could be engaging, motivating, and successful. Through observation of autistic participants, the ease and accessibility of some technological devices showed that positive outcomes could be achieved almost instantly within sessions. The devices’ multi-sensory visual interfaces also proved popular in both sessions with participants and separate sessions cited by interviewees. “Designing Technology-Assisted Music Workshops for People with Autism” Simon Parton, 2013. Looking at other studies and organizations, it is really encouraging to see so many new instruments emerging, the techniques and technologies being adapted, and the general use of music and autism increasingly being used and demonstrated. New instruments like the Skoog demonstrate how technology can be used to engage autistic music makers. Dr. John Biddulph shares his experience with Skoog and autistic participants in Benjaman Schögler’s (2016) post on the Skoog website: “A device that controls MIDI through an interface that looks more like you and not like your technique in it: miraculous.”
Kenneth Tay’s fantastic instrument, Synchrony, has been designed simply as “a therapeutic instrument designed to help parents and children with autism develop intimacy and promote mutual understanding through improvised music play.” Companies such as Drake Music and Community Music Wales are constantly pushing boundaries with their use of technology in community music sessions and workshops. By hacking technology (such as game controllers that may be familiar to participants or existing technology such as iPads and hardware) can increase participation, engagement, and accessibility. Hiller et al. (2015) also found that the use of touchscreen technologies increased engagement, social interactions, and decreased stress and anxiety. In a fantastic short article by Christopher Blake (2016) aptly titled
“Why doesn’t everyone talk about music and autism?” He says, “Do you think of music as the property of the music therapist who comes in once a week? What if it’s something bigger for many people with autism, something that connects very deeply? Could it be a tool for many of us to use, helping with connection, communication, motivation in our various disciplines? Perhaps you already do! My life, work, and study over the past 13 years lead me to believe that might be the case. I’m already wondering why we’re not all talking about it.”
"Why isn't everyone talking about music and autism?" Christopher Blake, 2016
One of the most inspiring things I've come across recently is an American report on how students with autism make music with iPads. Adam Goldberg is a classical pianist who teaches music at a school in Queens, New York, and after struggling to engage students with autism in music with traditional instruments, he turned to technology and started using iPads. This has led to incredible results and the creation of a new school band that has allowed for expression, communication, and creativity. In Goldberg's own words, he says, "I've seen how far they've come. I can see what's in their hearts. You know, musically speaking, I can see what's there, and I can hear it."
When working with autistic participants, I've found that not only are iPad music apps incredibly compatible, but devices designed for producers, musicians, and DJs are also very useful. Kaossilators, samplers (I use a Roland SP404 loaded with sounds and samples), synthesizers (I love using my Teenage Engineering OP-1), and drum machines. I love using technology in all aspects of musical activity: in composing, teaching, producing, and promoting participation in music. I love telling people to download music apps on their phones and iPads to prove to themselves that music-making and creativity aren't difficult or impossible.
Engage participants with music technology, using the iPad app iKaossilator and Logic Pro X. The best thing about technology is that it makes music accessible to everyone. For all backgrounds, all abilities, and all ages, technology can be used to be creative and make music. It makes it fun, engaging, and encourages participants to push boundaries, remove barriers, and increase positive outcomes—not just for autistic participants but for everyone.
Translated and adapted by Cristina Oroz Bajo:
https://www.simonpartonmusic.com/blog/2018/1/16/musically-speaking-autism-music-technology
References:
Blake, C. 2016. Why isn't everyone talking about music and autism? Accessed 14 January 2018http://network.autism.org.uk/sites/default/files/ckfinder/files/Blake%2C%20Christopher.pdf>
Hiller, A., Greher, G., Qeenan, A., Marshall, S. and Kopec, J. 2015. Music, technology and adolescents with autism spectrum disorders: The effectiveness of the touch screen interface. Music Education Research Vol 18 – Issue 3 pages 269-282
Parton, S. 2013. Designing Technology Assisted Music Workshops for People with Autism.
Schögler, B. 2016. Autism, music therapy and the scope of Skoog – Dr John Biddulph. Accessed 14 January 2018http://skoogmusic.com/blog/autism-music-therapy-and-the-scope-of-skoog-dr-john-biddulph/>
Students with autism make music with iPads, online video, accessed 13 January 2018https://www.youtube.com/watch?v=Q6uiB88-T-w>
Tay, K. Synchrony. Accessed 15 January 2018.http://kennethtay.com/synchrony>