Building Community Through Play: Mario Licata
As a teacher, we often get so bogged down with having the responsibility of ensuring we get through all of the curriculum, it is easy to forget one of the most valuable, enjoyable ways to learn: through play. As educators, we know the value of play and the many splendors it leads to academically. With that in mind, how many of us have thought about play as a tool to build our classroom communities?
A Quick Rundown
My classes consist of secondary level neurodivergent students. Content-wise, the classes are aligned to mimic a general music class; focusing on the elements of music, while including a variety of instrument-based playing opportunities. Additionally, the classes infuse social skill-based practices, which adds a unique depth to the overall experience. It is important to mention that some of the students come to class with an aide/paraprofessional.
The Task at Hand
This year, I have been given the opportunity to pilot a Leadership Program, one which invites neurotypical students into our neurodivergent music classes. Before being given the keys to the castle, I was asked to attend a few meetings with a wide variety of educators. During the meetings, I was told what the Leadership Program should look like. While the meeting went over a variety of specifics, the main point was that the neurotypical students would come into the classroom, acting as teacher’s aides, thus helping assist my neurodivergent students during class.
A Change in Direction
Drawing from my research, the specifics shared with me, and the overall approach of the leadership program, core objectives such as enhancing awareness, promoting empowerment, and facilitating communication and dialogue will continue to be integral components. These goals are standard in programs of this design. While this approach may be the norm, and most definitely holds merit, it is not one that completely encapsulates all of the aspects that align with my personal mission as an educator. Furthermore, it does not fully embrace the democratic dynamic my students and I have built and continue to maintain within our classroom.
With that in mind, I began brainstorming ways that the Leadership Program can be shifted, allowing all students, both neurotypical and neurodivergent, to have equal standing within the classroom, as this was a major component missing from the blueprint I was given. The more I thought about the program, the more I realized the changes that needed to be made. Especially if I wanted the program to embody a shared vision of acceptance, growth, understanding, friendship and community.
Preliminary Actions
Before any of the students stepped into the classroom, I took steps to alter the classroom environment. The first change is an obvious one, I added chairs. Maintaining our current seating arrangement was important, so I made sure to expand our circular formation with the additional chairs. Maintaining this formation allows each student to see each other, while also doubling as a great way to promote a sense of democratic balance. Additionally, this set up sets the tone for how students will explore the class, as both groups of students will be merged into one group. Doing so allows all to experience the same activities, while receiving support, and also being held to the same standard.
Flexible Framework
With the preliminary steps completed, it was now time to formulate additional practices that could be used to achieve our community-based goal. Let’s take a moment to dive into some of the routines, as well as the activities that were used to achieve said goal.
We know that establishing a routine, one which works best for our students, is one initiative that leads to a successful classroom. With that being said, my classes follow a fixed routine, one that allows both content and activities to be mixed and matched within a specific framework. This framework allows my students to have the predictability which they desire, while still allowing opportunities for flexibility and growth.
Starting the Conversation
Our classes always start with a “Do Now” activity. In an effort to build a sense of community, each Monday’s “Do Now” activity is centered around the following question: “tell me about your weekend.” This question provides a springboard for students to share any aspect of their weekend that they feel comfortable sharing. Many students talk about the activities they explored such as; watching specific movies and/or television shows, playing video games, browsing various social media apps, and even mentioning the various restaurants they ate at. No matter where this question takes us, it is a great way to learn about each other; building acceptance and understanding.
Please note, that I make sure all of my students have access to this activity by ensuring all of my students’ voices are heard and accessible. I do this by making sure my students’ Augmentative and Alternative Communication (AAC) devices and/or Picture Exchange Communication System (PECS) are appropriately programmed and readily accessible. If you’re not sure how to do this, touch base with the student’s classroom teacher or speech therapist.
Time to Play
As I mentioned earlier, portions of our routine are dedicated to exploring a wide variety of content-based activities. The specific activities I will be sharing with you are just a few of the many activities my students and I used to reach our goal of creating an inclusive democratic community with the addition of our Leadership Program. Additional activities can be found within the following resources: Music for All: Activities for Every Classroom and Music for All: EVEN More Activities for Every Classroom, both which are available directly from Amazon. Please note, the latter resource features a whole chapter dedicated to differentiation.
Activity One
Rhythm Snow Ball Fight! Here is a quick description of the activity:
Start by passing out two blank pieces of paper and a pencil. Next, provide students the opportunity to write two separate rhythmic phrases of their choosing, one on each piece of paper. Once this step is completed, instruct the students to crumple their papers in the shape of balls. Next, have students scatter around the room, readying them for a “snowball” fight. Encourage students to continually engage in the snowball fight until the teacher instructs them to stop. Once stopped, have students pick up two snowballs and move back to their desks and/or seats. Once seated, have students uncrumple their snowballs. The last step of the game is having students clap each of the phrases they have collected.
As you can gather, this is a fun activity to explore with your class. It also is a great way to reinforce rhythmic understanding, while working on flexibility and control. Before giving it a go in your classrooms, take a moment to think about ways to make it accessible for everyone, allowing the activity to develop your classroom’s sense of community. Below are some ways that I differentiate the activity, allowing all to take part.
Differentiate Rhythm Snow Ball Fight to accommodate the needs of individual students:
Tier the rhythmic complexity of the activity, aligning it with the grade level being taught.
Incorporate visuals by creating a rhythm bank, allowing specific rhythms to be displayed on the board.
Welcome sensory-based experiences by providing students with a variety of writing implements and paper alternatives.
Ensure accessibility by making sure all students have a voice: encourage students to use their AAC and/or PECS based systems.
Integrate technology by using notation software; providing accessibility via standard, iconic and/or Braille based notation systems, which can then be printed.
Keep in mind: for a variety of reasons, students may not be able to or may not feel comfortable with the initial experience of the activity, which can adversely affect their ability to participate. Accommodate by providing a variety of alternatives such as:
Transform into a sound engineer: using a recordable button, AAC or PECS based device/system, program a “splat sound” allowing the student to activate the sound when a classmate is struck by a snowball.
Become a DJ: control the soundtrack of the activity by choosing a song, as well as signaling the starting and stopping points.
Tag Team: provide students with an option to work as a team, allowing one student to create the rhythm snow balls, while the other throws them.
Intermission
Earlier, I mentioned our Monday “Do Now” activity. I want to take a moment to come back to this activity, as it forms the nucleus of our classroom breaks. My secondary level classes are elongated, lasting almost a full hour. For many of my students, this is a big chunk of time. With that in mind, I intersperse short breaks throughout the class. During said breaks, students are encouraged to move around the room; listening to music and/or talking to a peer. Other break options are watching a video with a friend, reading a magazine and/or comic book together, as well as drawing and/or coloring as a pair.
In order to foster sincere interactions, I display the variety of activities mentioned during our Monday “Do Now” activity. Doing so allows students to have a visual prompt of topics, which are great for starting and/or maintaining communication with classmates.
Activity Two
Row the Boat! Here is a quick description of the activity:
This is a great activity that promotes imagination, while building connections between music and movement. For this activity, students will pretend to be on a boat, one which they must row! Start by having students find a comfortable area to stand within your classroom. Next, explain that they will be using their imaginations, pretending they are on a boat. With the students’ imaginations engaged and their listening ears available, perform a piano accompaniment that highlights the movement associated with the action of rowing a boat. After students have heard the accompaniment, and you have modeled how a rowing movement would fit within it, it’s time to explore! Keep in mind, you can and should vary the tempi throughout, keeping students on their toes and ensuring they are truly listening, as well as responding to the music! Anyone else sweating?
While fun to explore, this activity also doubles as a great way to develop your students’ coordination, aural abilities and understanding of tempo. Additionally, this activity is a great way to build your classroom community, as it encourages students to work together. As I previously mentioned, it is important to think about ways to make classroom activities accessible for everyone. Below are some ways that I differentiate this activity.
Differentiate Row the Boat to accommodate the needs of individual students:
Tier the complexity of the locomotor movements that are associated with the activity.
Break down the locomotor movements, allowing students to explore one movement at a time.
Provide a model of the activity, allowing students to see exactly what is expected of them.
Video modeling
In-vivo modeling
Visual modeling
Adjust the tempo of the activity.
Utilize graduated guidance-based prompting procedures.
Ensure accessibility by making sure all students have a voice: encourage students to use their AAC and/or PECS based systems.
Keep in mind: for a variety of reasons, students may not be able to or may not feel comfortable with the initial experience of the activity, which can adversely affect their ability to participate. Accommodate by providing a variety of alternatives such as:
Modulate the activity into a team-based experience: mimic a row team, creating alternative positions for the experience.
Become a referee: check to ensure that the teams and/or individuals are rowing with the music.
Turn into the motivator: become the voice of time, help teams and/or individuals stay in-time by voicing count offs.
The performer: allow students to accompany you, providing additional instrumentation for the activity.
Wrapping It Up
As you can see, play-based activities were instrumental in allowing our Leadership Program to meld effortlessly into our pre-existing classroom dynamic. While only one piece of the puzzle, activities of this nature are instrumental in creating engaging and inclusive opportunities that promote both reliance and resilience throughout a classroom community. By incorporating these activities within our lessons, my students and I were able to shape the initial framework of the program to fit our vision. Additionally, by creating an accessible environment, we were able to ensure that all involved were able to take part in the building process. For me, seeing the smiles, hearing the laughter, listening to the conversations and watching the sense of companionship and comradery develop are the signs that we are collectively moving in the right direction.
