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Every student deserves the opportunity to expe-
                                                 rience the joy and transformative power of choral
                                                 singing and all that comes with it: expression, creativ-
                                                 ity, leadership, confidence, belonging, and inclusion.
                                                 Inclusivity, in its various forms, entails recognizing
                                                 and celebrating the unique strengths of every singer.
                                                 When  considering  neurodivergent  singers,  it  is  im-
                                                 portant to create a community where diversity is em-
                                                 braced and talents are showcased. Bringing neurodi-
                                                 vergent and neurotypical singers together emphasizes
                                                 the  belief  that  every  voice  is  significant  and  every
                                                 singer is valued. This conviction underpins a special
                                                 type of ensemble: the Adaptive Choir.



                                                            What is an Adaptive Choir?
                                                   There are a variety of ways to include neurodiver-
                                                 gent singers in the choral program. A common ap-
                                                 proach is  whole-group integration, where students
                                                 of varying abilities are integrated into the existing
                                                 choral structure. This method necessitates adjusting
                                                 the music skill level and performance expectations
                                                 daily, especially during competitions. As one might
                                                 imagine,  there  are  significant  challenges  with  this
                                                 model, especially when one considers the barriers to
                                                 learning for the neurodivergent population. These
                                                 barriers might be visual (e.g., reading skills, visual im-
                                                 pairment, dyslexia, and tracking difficulties); physical
                                                 (motor control, speech speed, range); and cognitive
                                                 (understanding musical concepts and complexity).
                                                                                              1
                                                   Meanwhile, an Adaptive Choir is crafted to ensure
                                                 that all students have equal access to musical experi-
                                                 ences tailored to their cognitive and physical abilities.
                                                 This unique model provides neurodivergent singers
                                                 with a place of belonging within the choir depart-
                                                 ment. By design, these groups integrate neurodiver-
                                                 gent and neurotypical singers together in a learning
                                                 environment primarily catered to the needs of its
                                                 neurotypical members. This collaborative approach-
                                                 highlights the distinctiveness of each student while
                                                 fostering unity within the choir family.









        CHORAL JOURNAL  October 2024                                                                       Volume 65  Number 3            57
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