Figurenotes and children with autism : using reflective practice in a music intervention

Abstract

Figurenotes is a simplified visual music notation system developed in Finland in the mid-1990s for people challenged by the abstract nature of conventional music notation. The system facilitates music reading and instrument playing, thus allowing active participation in music-making. The use of Figurenotes in both educational and therapeutic settings is now spreading to other countries. This thesis examines specifically the effectiveness and applicability of Figurenotes as a tool to facilitate music-making by children with autism in Australia, through the lens of a journey in reflective practice by the researcher-practitioner. The study involved three phases: in the first phase, eight individual children aged 6 to 13 years with autism participated in eight weekly sessions; in the second phase, two school groups of children with autism participated in an eight-week phase, and finally the families of the initial eight individuals participated in an additional phase of four weekly sessions each. Sessions involved the use of Figurenotes in rhythmic and creative activities, participating in ensembles, and developing playing technique using digital keyboards and tuned percussion instruments. The action research methodological approach allowed flexibility in study design, incorporating cycles of reflecting, planning, acting, and observing within the three phases of the study. Data were obtained through video observation, interviews, and researcher notes on participants' development. Case studies of selected participants were compared with outcomes for the cohort as a whole. Thematic analysis combined with observer ratings to enable the investigation of four key focus areas: music-making skills, social interaction, self-concept, and reflective practice. Figurenotes was found to be an effective tool that allows children with autism to engage successfully in music-making independently, with peers, and with family members. The action research approach allowed novel interventions using Figurenotes which facilitated the development of participants' music-making skills and also their creativity. Participation in musical interactions was found to be associated with improved social interactions with peers and family members. Development of music-making skills was also associated with improvements in participants' self-concept through positive changes in participants' self-perception of their competence. Additionally, action research was found in this study to be an effective methodology in facilitating reflective practice when working with children with autism. The multiple beneficial outcomes demonstrated in this research warrant the further use and development of Figurenotes, and point to the value of further research in the development of music-making skills and creativity in children with autism.

Date of Award	2020
Original language	English