‘’Rock Band’’ gives your child the opportunity to play music in a group setting, with all the adaptive tools that they might need to foster their musical abilities and develop meaningful relationships with other members through a shared love of music.
While playing music individually has many benefits, playing in a group setting can help your child further improve their musical ear, sense of timing, social skills and confidence. This particular setting can also help students who benefit from body doubling (a productivity strategy where the presence of someone else increases motivation and focus; especially common with ADHD). However, a traditional rock band setting often doesn’t accommodate for diverse learning needs, which is why Lotus’s Rock Band was created.
Each member’s needs are met through a variety of personalized adaptive tools, whether it be adapted notations, sensory accommodations, assisted learning or preferred mode of learning (visual, auditory, reading and/or kinaesthetic).
Each week, members will be exploring, practicing and performing songs selected through a collaborative approach. We try to select songs that can best cater to each member’s skill level and musical interests, and any genre is welcome (not just rock!).
Here are some examples of songs that our Rock Band have practiced and played together so far: Seven Nation Army by The White Stripes, Fidgets by Eugene Brusiloff, Come Together by The Beatles, The Boys of Summer by Don Henley and Lean on Me by Bill Withers. The following lesson plan demonstrates a typical week in Rock Band. However, this lesson plan remains flexible according to what routine best fits the group dynamic and what might be prioritized each week (for example, if a live performance is coming up, we might spend more time rehearsing those specific songs).
I greet each member as they arrive and I help them set up their instruments and music sheets if help is needed. I then give a brief overview on what we’ll be working on for the session.
If we need to work on timing, I’ll usually start with giving each member a percussion instrument and asking them to play along to the pulse (playing on every beat; 1, 2, 3, 4) of a song in their repertoire. For more advanced members/groups, I’ll show them rhythm cards with different note values and ask them to play that specific rhythm along to a song in their repertoire (can also be done through imitation by ear for students who don’t read rhythm fluently/learn best by ear).
We then select a song and I spend some time helping each member learn or review the song or specific sections of the song individually. Individual adaptations can include (but are not limited to): modeling (playing the part on the instrument and asking the student to copy), pointing along to the staff for visual reference, singing the note/melody/rhythm for auditory reference, color-coding the music sheets and/or piano keys, and clapping along or using a metronome to keep a steady rhythm. For new songs, if a member is already working with a private teacher, I make sure to communicate with that teacher prior. That way, each member can have the confidence to have already practiced the song individually before reviewing it in a group setting.
Once everyone feels ready, we begin rehearsing the song as a group. With some groups/songs, it might help to start by playing along to the actual song as a reference point for timing, structure and dynamics, or to a click track/metronome to work on timing. I may also do a countdown (saying “1, 2, 3, 4” out loud before the song starts, or “1, 2, 3” for songs in 3/4 time signature) and make music conductor arm gestures as a reference point for timing and/or dynamics. Song structure and/or arrangement might also be modified to accommodate skill levels and/or any other limitation. For faster songs/sections, it can also help to start at a slower tempo and gradually increase it over time until we eventually reach the original tempo. With students who need more one-on-one support, I’ll take turns assisting them with the adaptive tools that worked best for them individually.
Before we finish, I like to take around five minutes to check in with members to see if they have any future song requests or if they’ve been working on specific things with their private music teacher (if applicable). We then say goodbye and I’ll help members pack up their instruments and sheets if needed. I also try to take some time talking to parents about what we’ve been working on, what needs to be practiced at home and/or any other updates before they leave.
Rock Band is a fun way for students to develop new skills and make music they enjoy. With some adaptations, students who require supportive strategies can find success and make connections with other musicians.
Happy teaching!
