Music Reading for Students with Learning Disabilities
Thursday 22nd February 2024, 5:00 PM - 7:00 PM (London Time)
There are music students in private studios and school classrooms who are not readily learning to read music through standard instruction. Research into dyslexia gives us insight and guidance to how students with learning disabilities can be taught in a way that effectively builds the neural pathways for literacy. Using the style of teaching first created by the dyslexia researchers Stillman and Gillingham, Multisensory Structured Language (MSL), we can redesign our approach to teaching music reading that follows a strict, logical and effective order to build the neural pathways that are necessary for students with learning disabilities to learn.
Music reading is most often taught as a secondary skill to performing skills, and therefore does not follow its own logical, systematic approach. This negatively effects students who are not neurologically wired to learn through our traditional standard instruction. Applying the principles of MSL instruction to music reading instruction reorganises the steps to learning in surprising and effective ways. Adapting this scientifically researched approach to music reading makes it possible for struggling students to have access to music literacy.
This course will review the research surrounding certain learning disabilities such as dyslexia, dyscalculia and ADHD, and the research-based solutions that have been found to work successfully. We will examine current methods of music reading pedagogy, and then compare that to systems specifically designed to accommodate students with learning disabilities.
Dr Elizabeth Morrow
Dr Elizabeth Morrow, Professor Emerita, was awarded the degree Doctor of Musical Arts in Cello Performance from the University of Southern California. As a recitalist, she has concertized extensively in Europe and North America. An award-winning pedagogue, Dr Morrow has been an active presenter for the American String Teachers Association and Texas Music Educators Conference.
Attend this course for as little as £22 as part of the Voice Professional Training CPD Award Scheme.
Learn MoreSorry, this is an archived short course...
We have plenty of upcoming short courses coming soon. See details of some of them below or look at the full list of short courses.
Monday 2nd June 2025
5:00 PM - 7:00 PM
Monday 9th June 2025
5:00 PM - 7:00 PM
Monday 16th June 2025
5:00 PM - 7:00 PM
Monday 23rd June 2025
5:00 PM - 7:00 PM
Monday 30th June 2025
5:00 PM - 7:00 PM
(London Time)
Certificate in Foundations of Vocology with Adam Roberts
Adam Roberts
This fifteen week (30-hour) Vocology Cohort Intensive provides a comprehensive overview of basic vocal anatomy, physiology, and theories of voice production & perception, fundamentals of vocal health, pathology, evaluation, performance, and habilitation of the speaking and singing voice, and a survey of research, resources, and professional opportunities.
Thursday 5th June 2025
5:00 PM - 7:00 PM
(London Time)
Advanced Belting Techniques: Coordinating the voice to communicate the human experience!
Matt Edwards
All voice types can belt, and there’s more than one kind of belting, but in introductory settings, it’s tough to cover every nuance that comes with training both aspiring and experienced belters. Join one of the leading voice teachers for commercial and musical theatre styles in the United States, Matt Edwards, for a dive into advanced belting. Empower your students to use the full range of their belt voice, and to move beyond the stereotype of belting!
Tuesday 10th June 2025
5:00 PM - 7:00 PM
(London Time)
Nasality in singing: a needed ingredient, a technical fault, or both?
Dr Charlene Santoni
Nasality refers to how much sound comes out of your nose when you speak or sing. It is an important concept in resonant singing instruction, and also one that has been privy to long standing debate. Some believe nasality is a needed ingredient in singing, while others consider nasality a technical fault. This presentation will provide three probable explanations for the opposing views, and a way forward. It will also highlight research that explores how a singing technique (voice focus) influences nasality, which may help to refine current rehabilitation strategies for individuals struggling with hyper- or hyponasal speech!