Page 62 - CJOct24

Creating an Adaptive Choir: A Journey of Inclusivity

mood or setting of the piece, such as a rain storm or Next, let’s consider some modification for the rapidly
animal sounds. delivered lyrics beginning with “Listen up.” One pos-
sibility would be to omit these sections (or perhaps have
Range: The pitches of a song’s melody may require them sung by another choir) while the Adaptive Choir
modification to accommodate the tessitura of the choir. performs some free play on classroom instruments to
For particularly challenging passages, consider crafting the steady beat.
an adapted melody that has a more limited tonal range Choreography can help with ensemble unification
that matches the students’ abilities. and to reinforce musical concepts. During the chorus
(highlighted in yellow), a simple leg pat can be used to
Sign Language: Utilizing sign language on key words unify the ending “s” of “stars.” During gradual cre-
helps with memorization. This may also help those scendo of the tag (highlighted in green), body move-
with hearing impairments feel more integrated within ments that scale up in size can reflect dynamic growth.
the group. Additional movements can be used at other moments
during the song to aid with memorization and melodic
Movement: Create movements to reinforce or illustrate contour.
musical concepts. Watch the Adaptive Choir at Can-
yon del Oro High School (Tucson,
• Use sweeping arm motions in an arch to demonstrate AZ) perform “Shine Like Stars” with
elongated, legato phrases. these suggested adaptations either
by viewing the QR code or visiting
• Emphasize staccato with short, dart-like hand or fin- https://tinyurl.com/yvetzecf.
ger motions.

• Use stomps to reinforce rests along with other body Tips for Starting Your Own
gestures to help with breath intake, cutoffs, and con- Adaptive Choir Program
cluding consonants. The process of creating an inclusive choir program
demands dedication, advocacy, collaboration, and a
• Create motions that emulate dynamic contrast, such willingness to think creatively. To determine feasability,
as small movements for soft sections and larger, bold- begin by assessing the school population and consult-
er ones for louder sections. ing with administrators and special education teach-
ers. Next, determine if a course format exists within
the school catalog that could serve as the foundation of
Adaptive Choir in Action: the class. If not, start advocating for its inclusion with
“Shine Like Stars” by Pinkzebra school officials and other stakeholders.
Let’s adapt Pinkzebra’s “Shine Like Stars” for Adap- Data is a powerful tool that can be used to build sup-
tive Choir. Available in a variety of voicings, this piece port for Adaptive Choirs. Existing programs, such as
could be performed as a standalone piece by the Adap- those at Park Hill School District in Kansas City, Mis-
tive Choir or alongside other choirs. Let’s consider souri, and at Canyon del Oro High School in Tucson,
some potential adaptations. Arizona, can provide example curriculum. Once estab-
First, to address visual barriers, consider creating a lished, be sure to build data collection measures during
color-coded lyrics page (see sidebar on the next page) the Adaptive Choir’s first year to evaluate success and
that differentiates between verses, refrains, and repeat- ensure future support.
ed sections. Words highlighted in blue, which are not Funding is always an important consideration. Work
repeated, can be reinforced through some simple sign with district officials to identify funding sources, perhaps
language. through the Special Education department, to provide

60 CHORAL JOURNAL October 2024 Volume 65 Number 3