Musical Minds & Hearts

As a music teacher, I used to walk into every lesson with a plan. Scales first, then sight-reading, followed by a set piece. But the more I worked with autistic children, the more I realized— the best teaching happens when I let go. 1.  The Child Who Skipped the Warm-up I once had a student who walked straight to the piano, skipped everything I had planned, and started playing his own tune. My instinct was to stop him and redirect. But I paused—and listened. What he played wasn’t random. It was a song we had explored weeks before, with his own twist. That moment changed how I teach. 2.  Why Flexibility Matters Autistic learners often communicate through behavior, not words. If a child is drawn to a specific musical idea, it’s rarely “off-task.” It’s an opening—a  glimpse into what’s meaningful to them.  When we follow their lead, we build trust, connection, and deeper musical engagement. 3.  What I’ve Learned to Do Instead I keep a  loose framework , not a ...

  Introduction  As a music teacher, I used to think repetition was just a tool for practice. But with autistic learners, I've come to understand repetition as a comfort, a language, and even a window into how they think. 1. Repetition as Security Autistic children often find comfort in familiar patterns. Repeating a song or musical phrase can bring calm and confidence. 2. How Music Naturally Incorporates Repetition Musical structure—rhythms, refrains, motifs—makes repetition feel natural, not forced. This is why many autistic learners gravitate toward music. 3. Respecting Repetition Requests I used to resist when a child wanted to play the same song five times. Now, I see it as a way they're regulating or exploring something deeper. 4. When to Gently Stretch Beyond It Over time, I’ve learned to add small changes within repetition—like a new dynamic or rhythm—so growth happens without disrupting comfort. Conclusion: Repetition in music is not just about drilling technique—it...

  Introduction Teaching music has taught me to really listen not just to the sounds, but to the child behind the music. I used to follow strict lesson plans, but I’ve learned that the best learning happens when I follow the child’s lead, use visual aids and patterns, and let them improvise before I give instructions. 1. Following the Child’s Lead Some children show us what they need in surprising ways. When I started letting the child’s interests guide the lesson, I saw that they became more focused and confident. Instead of forcing what I thought they should learn, I paid attention to their pace and mood and adapted. This made lessons feel like a shared experience, not just me teaching. 2. Using Visual Aids and Patterns I found that many learners respond really well to visual tools like simple charts, color-coded notes, and clear repeating patterns. These help make tricky ideas easier to understand. Patterns give kids a sense of structure and help them feel successful, especially ...

  Personal Reflection Introduction: Some kids don’t talk much, but they feel deeply. I once taught a little boy who rarely spoke, but music opened a door into his emotions that words couldn’t. 1. Music That Moved Him Whenever we played a sad tune, he’d grow quiet and teary. But when we switched to something upbeat, he’d burst into laughter or start dancing. His feelings came alive through music. 2. Finding Calm in Sound There were tough days too, when he seemed overwhelmed or shut down. But all it took was a soft lullaby to help him settle. The right song always seemed to find him. 3. Listening Differently That experience changed how I teach. I stopped just focusing on notes and started paying attention to feelings. Music became our way of having a conversation that didn’t need words. Conclusion: Music can be so much more than a subject we teach. For many children, especially those who don’t speak easily, it’s how they tell their stories, show their feelings, and feel understood. ?...