CLASSES – K-Special Needs

Adapting Karnatic music education for special needs children requires a thoughtful and inclusive approach. Here at SSK we offer some considerations and prerequisites to make music education accessible and beneficial for them:

1. 1. Individualized Assessment: Each special needs child is unique, and their abilities and challenges vary. Begin by conducting an individualized assessment to understand their cognitive, sensory, and physical capabilities and limitations.
   2. Sensory-Friendly Environment: Create a sensory-friendly learning space. Ensure that the room is well-lit, quiet, and free from distractions that might overwhelm or distract the child.
   3. Visual and Tactile Aids: Utilize visual aids, tactile materials, and props to enhance the learning experience. Visual cues and tactile feedback can help children better understand musical concepts.
   4. Structured and Repetitive Learning: Special needs children often benefit from structured and repetitive learning. Break down complex musical concepts into smaller, manageable parts, and reinforce them through consistent repetition.
   5. Individualized Lesson Plans: Create individualized lesson plans tailored to each child’s strengths and challenges. Focus on their interests and abilities, adapting the curriculum as needed.

Flexible Teaching Methods: Be prepared to adapt teaching methods. Some children may respond better to visual cues, while others may benefit from auditory or kinesthetic approaches. Flexibility is key.

1. 1. 6. Inclusive Group Classes: Consider offering inclusive group classes where special needs children can interact with their typically developing peers. This promotes socialization and can be motivating for all students.
      7. Patient and Supportive Learning Environment: Foster a patient and supportive learning environment where children feel safe to express themselves through music. Encourage experimentation and creativity.
      8. Regular Progress Assessment: Continuously assess the child’s progress and adjust the teaching approach accordingly. Celebrate their achievements,with Manollasini productions and recitals no matter how small, to boost their confidence and motivation.
      9. Patience and Empathy: Remember that progress may be slow, and setbacks can occur. Patience, empathy, and a non-judgmental attitude are vital for both instructors and caregivers.

By incorporating these prerequisites and approaches at SSK , Karnatic music education is made accessible and enjoyable for special needs children, fostering their cognitive, emotional, and social development through the power of music.

1. 1. • The course aims to introduce students to the world of swaras through familiar tunes and songs, providing a gentle entry into musical concepts.
      • Students engage in learning simple and easily accessible bhajans, emphasizing the “listen and repeat” approach for effective comprehension.
      • The course focuses on refining lyrical pronunciation, chanting, and addressing challenging speech areas to enhance diction.
      • Students are introduced to the fundamental concepts of Shruti (pitch) and Thala (rhythm), with the inclusion of tabla strokes during their class sessions.
      • The curriculum includes memory-building exercises involving swaras and patterns. As students progress, they gradually explore Sarlee swarams, janataswarams, and other essential elements of Karnatic music, adjusted to their absorption and retention levels.
      • The course prepares students for individual performances, boosting their confidence through the power of musical tunes, nurturing their ability to express themselves through music.

1. 1. • The student exhibits the ability to replicate a tune accurately through attentive listening.
      • The student cultivates a keen sense of rhythm and effectively demonstrates it.
      • The student confidently performs several Bhajans and Shlokas with precision in tune, rhythm, and clear diction.
      • The student showcases newfound confidence, successfully overcoming any stage fright or performance anxiety.