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Creating an Adaptive Choir: A Journey of Inclusivity

While Adaptive Choirs pro-
vide a special place for neuro-
divergent singers, some may
express the desire to participate
in neurotypical choirs as well. In-
deed, there have been successful
examples of singers participating
in both neurotypical and Adap-
tive Choirs simultaneously. The
decision to sing in both ensemble
models stems from the desire to
sing with friends in the Adaptive
Choir, while also seeking addi-
tional opportunities to sing and
perform at a higher level in the
neurotypical choir. The unique
abilities of each singer should
be carefully considered when
choosing placement in a specific 2023 Class Photo of the Adaptive Choir at Canyon del Oro High School in Tucson, Arizona.
choir or choirs within the choral Used with permission.
program. Adaptive Choirs lay a
foundation of inclusion for sing- or utilizing diverse activities aimed at engaging students
ers that might not have an opportunity to participate through various modalities, such as integrating body
otherwise, yet they should not be limiting for the neu- percussion, instrumental accompaniment, and sign
rodivergent singer. language. It is also essential to model for singers, care-
givers, and the community what success can look like
Similarities and Differences for this type of ensemble. Celebrating the unique abili-
What are the similarities and differences between ties of this group—such as independently walking onto
an Adaptive Choir and a neurotypical choir? There the stage, putting forth effort during performances, and
are many similarities, especially the artistic richness showcasing the wonderful musical contributions of the
and depth. Both choirs also require repertoire that is performers—is key to understanding and acceptance.
age appropriate, suits the vocal range of the ensemble, Carl Orff famously stated, “Since the beginning of
matches the skill level of the singers, and is musically time, children have not liked to study. They would much
engaging. They equally need structured lessons to re- rather play, and if you have their interests at heart, you
inforce the fundamental musical concepts embedded will let them learn while they play.” Indeed, Orff’s phi-
within the repertoire. Additionally, fostering a class- losophy of playful exploration of music is well at home
room culture of inclusion and acceptance within in- among Adaptive Choirs. Incorporating multiple mo-
dividual choirs and the broader choir community is dalities such as singing, moving, listening, playing, and
imperative to ensure that students perceive choir as a responding can create a dynamic learning environment
safe and supportive environment that is conducive to where every student can actively participate and thrive.
musical exploration. Providing various avenues for engagement is crucial for
The key difference lies in adaptability. In an Adap- fostering student success. Offering choices in rehearsal
tive Choir, every facet of the music is tailored to accom- gives agency to the singer and helps them personally
modate the cognitive and physical needs of the singers. connect to their learning. These choices could include
This may entail simplifying melodies; modifying lyrics; assisting with repertoire selection and arranging, cre-

58 CHORAL JOURNAL October 2024 Volume 65 Number 3