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CHARLOTTE'S SUCCESS
Bring
it on with ColourMuse!
A
Different Approach to Learning to Play the Piano and
other Instruments
In 1990,
my second daughter Charlotte was born with Down syndrome.
My daughter Emily, who is two years older than Charlotte,
started piano lessons when she was eight years old.
I found myself pondering over the possibilities of Charlotte
being taught to play also…. and if so how??
A music opportunity came when I found out about a local
man who offered African drumming sessions and so Charlotte
had lessons for a while.
Much later
we moved house and the piano had to go. That seemed
to be that, or was it? The idea kept presenting itself…
for instance when visiting friends (where there was
a piano) Charlotte would gravitate toward it and tinker.
More thought was given to her learning to play
the piano again when she was around 13 years old, and
I saw a friend’s keyboard with lighted keys and
song bank. I thought this was a great idea, and so I
got one for Charlotte for Christmas. She would select
a favourite tune from the song bank and her fingers
chased after the lighted keys!! One finger, any
finger! Often she would simply choose her favourite
song and just listen to it. (A rather expensive CD player
I thought!).
Charlotte was still interested in the keyboard a year later when I heard from a friend, that her daughter’s piano teacher had some available places. I discussed the possibilities of him teaching Charlotte, knowing that she has Down syndrome, and more importantly, that any practice would have to take place on a keyboard! He was ready to give it a go!
As it turned out, we were really lucky to have such a leading light in the music field living nearby - Maxwell Steer became Charlotte’s teacher. He was very flexible and followed Charlotte’s interest in the songs from the bank and would help her get the best from each piece using only the right hand. Charlotte loved going and was happy with the idea that she was ‘playing the piano.’ I was pleased to see that she was enjoying something other than her school work. (At this age her social life was almost non existent).
As part of his teaching philosophy Maxwell expected all of his students to perform at a small twice yearly concert he organised in a local school, for  parents, siblings and friends. This builds confidence and self esteem and is also a great opportunity to raise money for the music charity Cherubim. Charlotte was also expected to participate. Her first piece was Jingle Bells, obviously supported by the song bank. She played with confidence and her efforts were appreciated by the audience, and of course, I was a very proud mother!
Teaching Method
Maxwell has taught many young students who initially struggled to read music. Because of this he developed his system of colour representations for the notes to allow early access to this initial complexity. Charlotte was given a cardboard strip which we placed appropriately behind the keyboard. (See photo). Maxwell also printed out the music sheet for each piece Charlotte had chosen from the bank. Although the coloured key strip was useful, it was clear that she seldom read the music on the sheet as she was busy searching for the lighted keys. Another aspect Maxwell worked on was using the correct fingers. Writing the numbers one to five on each finger of her right hand, and corresponding numbers above the notes, seemed to help. After a while he stopped producing the music sheets. Limited progress was made. Even so, Charlotte was still motivated to play so I did not want to stop the lessons. I think we all finally came to the conclusion that if she was to progress further, she had to learn to read and play simple pieces with both hands.
ColourMuse – By Maxwell Steer
The breakthrough came last autumn when Maxwell gave us a copy of his first book >- ColourMuse - a compilation of pieces, many of which his students (past and present) had composed, produced in coloured notation. He has also included some lovely characters to introduce new notes. Very child friendly!
From this point Charlotte began to really read music. We maximised her ‘support’ at each point. When she looked at the music, (written in colour), working down, behind the keys was the cardboard strip vertically placed (more colour) finally, moving onto the keys themselves I pasted a set of coloured stickers from end to end (more colour). This provided a continuous visual right to the finger tips. It also, for the most part, hid the lights, which
Extra Support proved to be not a bad thing!
From this point, Charlotte learned to play small pieces with her left hand; right hand; and then both together. For me this was real progress. At the next concert which was last July, Charlotte read and played her first two handed ‘bitty piece’ on the piano! Followed by a blast of Camp Down Races on her keyboard!!
Lessons
During the lessons Charlotte now uses the piano and works on the current piece in ColourMuse, always finishing with a belting performance on her keyboard – currently, Star Wars… (Which also amazes me, even with all the backing that the song bank provides, I think it’s marvellous). I can see progress in the way her fingers stretch and move across the keys, the seriousness in which she tackles the piece and the enjoyment she gets as she and Maxwell work on it together!.
As I look back to the time of Charlotte’s birth, I am reminded of the road we have travelled together, and the obstacles for which we have managed to find solutions. Coming this far with the piano has been an idea that we have turned into a reality. Yes, it is safe to say that Charlotte will not be the next Mozart, nor do we know how far she will progress. But nobody can deny that progress is being made. Situations like this serve to remind me of those early attitudes such as – “She won’t be able to do this”… or “Because she has Down syndrome you should expect that this will be all she will do …….” Or still more dreadful “She will platform out at ……” (Implication being that no further development will take place!). So I smile…
As parents aren’t we constantly trying to expose our children to many situations and create opportunities that will encourage interest and development? I made sure this ideal was equally applicable to my Charlotte when she was born with her disability. Since her birth I have tried to live by this principle so when faced with a door that is firmly closed, I sincerely believe that to open it all one has to do is search until one finds
the right key.
Vikki Horner
To speak to Vikki call 01747 861 609 or e mail: enquiries@mathsextra.com
Wiltshire
March 2006 |
