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ating movement, and improvising. When considering To reinforce memory and cognition, it is beneficial
the curriculum, it’s important to select repertoire that to incorporate general music activities that emphasize
addresses relatable social-emotional topics, captures key musical concepts. This practice can be expanded
the interest of the singers, and is easily accessible or through the integration of instrumentation, movement,
adaptable. Music selections that have proven highly ef- visual aids (scarves, games, books, videos), listening ex-
fective for Adaptive Choirs include unison pieces, call- ercises, and improvisation. Given the shorter attention
and-response arrangements, and compositions where span of neurodivergent singers, it is essential that Adap-
the teacher engages their own ingenuity to offer oppor- tive Choirs maintain high levels of engagement by vary-
tunities for lyric and melody writing for their students’ ing activities frequently and providing multiple modes
diverse needs. The use of simple percussion partsw and of interaction. Offering visual, auditory, and kinesthetic
choreography can yield success as well. options within each class helps accommodate diverse
Collaboration is essential for the success of Adap- learning styles and sustain a high level of engagement.
tive Choirs. In school settings, the Adaptive Choir
might be best executed as a partnership between the
Special Education department. By fostering discussions Ways to Adapt
with departmental teachers, Adaptive Choirs can be Text: Verbose lyrics or words that are meant to be sung
specifically built with its prospective members in mind. at a fast tempo may require alteration.
Interactions among neurotypical and neurodivergent
singers fosters a spirit of collaboration as well. The for- • Pull out important words from the lyrics at large for
mer serve as peer leaders and as singing partners that the students to sing and omit smaller, perhaps less nec-
ensure the unity of the ensemble. Equally important is essary, words.
the Adaptive Choir’s opportunity to perform both as an
independent ensemble and as a collaboration with oth- • Adapt the lyrics for better facility, or perhaps engage
ers. This model creates a sense of autonomy, belonging, the students’ creativity and creating alternative lyrics.
mutual respect, and pride.
• Build new meaning for the piece among the students
by writing an additional verse as a group.
Preparing for Instruction
Before the teaching process begins, it may be nec- • When combining with other choirs, have the neuro-
essary to modify or simplify selected music to ensure typical ensembles sing the fast rhythmic passages while
that students can approach it without frustration. For the Adaptive Choir performs a movement instead.
example, the amount of text in a song or the tempo at
which the text is sung might necessitate modifications Free play: Difficult lyrical passages and extended instru-
to the lyrics for neurodivergent students with speech mental interludes invite free play and improvisation on
challenges. To facilitate successful pronunciation, cer- classroom instruments to maintain engagement.
tain words may need to be omitted and replaced with
activities like body percussion, instrument play, or cho- • Reinforce the steady beat by allowing singers to play it
reography. Alternatively, this could be an opportunity on an instrument that complements the song’s timbre
for collaborative lyric writing or focusing on singing and key.
specific important words instead of entire lines. The
musical content itself might also be worth examining • Use pitched instruments with a prepared tonal set (e.g.,
for adaptation, especially with regard to the melodic pentatonic) to accompany an instrumental interlude
range and harmonic complexity. In these instances, in or to create an introduction or tag.
unison or simplifying rhythmic phrases could increase
a singer’s potential for success. • Utilize vocal sound effects that can emphasize the

CHORAL JOURNAL October 2024 Volume 65 Number 3 59