Date of Award

Spring 2023

Document Type

Open Access Dissertation

Department

School of Music

First Advisor

Alicia Walker

Abstract

There is a wealth of literature in the fields of music education, music therapy, and psychology regarding neurodivergent people, but next to no pedagogical material relating to large-group practices, particularly within the choral rehearsal. Many, if not most high school choir directors will encounter neurodivergent students in their programs at some point and will likely not know which strategies effectively include their neurodivergent learners in their classrooms. This paper includes a survey of existing research and literature related to music education (particularly secondary choral music education) and Universal Design for Learning, and offers rehearsal techniques, classroom management strategies, and repertoire recommendations for high school choir directors to feel prepared to give all students a holistic and equitable learning experience. Finally, it advocates for expansive ethnographic and quantitative studies of contemporary music educators and students to develop a more inclusive pedagogy.

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