Autism and Music: Another Door Opens - Part II

All five of my boys play the piano.  It has never been a question of IF but WHEN to start them.

I started teaching my oldest son, Michael, during the summer when he turned 4 years old.  It was a matter of keeping him occupied more than my thinking he was a musical prodigy.  Michael was a very active, curious boy, so I needed to give him "input".  He liked playing the piano, and he learned quickly.  I was impressed.

By Christmas time he was playing Old Little Town of Bethlehem.  Or so I thought he could play it.  Within a few days he was in tears.  He whimpered out that he was very frustrated.  ??  I learned that I could not be Mom and Piano Teacher simultaneously.  I had kept pushing him, even after his lesson.  I had to stop.  I didn't want him hating the piano as I did.

The first thing I did was wait to continue any lessons.  I waited until he started clunking on the keys again.  I decided, through an evolutionary process, that I couldn't teach him as a regular student.  Michael had learned enough music that he could start a song.  He naturally asked me for help when he had something new.  I taught him that particular element and then left him alone.  This worked.

As the years rolled on, Michael played.  The younger brothers imitated Michael.  Stuart pestered me, "What am I going to play for the next recital?"  Thus started Stuart on the piano.  He learned songs just to play for recitals.  I always gave students the choice of music to play for recitals.  This worked incredibly well for Stuart.

The color-coded notes

Ryan, Nick, and Cam followed suit.  They all banged on the piano.  To save my grand piano,  I purchased a book that had a keyboard.  It was color coordinated, so that the notes matched the keys.  They learned Christmas carols in this book.  Although Ryan couldn't talk, he did point.  I could teach him what he wanted to know.  This was critical for all the boys. They learned easily by "hands-on" and by "sight".

Michael met music with much success.  In junior high he provided the music for several musical performances.  He taught, played at church, and worked a few piano events.  He developed a reputation for being incredibly musically inclined.  As music technology increased, so did Michael's time on the piano.  I purchased a digital piano, and Michael ended up teaching me how to use all the tools.

The digital piano opened creative doors to Michael.  He started writing and recording his own arrangements to popular songs.  Again, Stuart followed suit.  The technology appealed them.  Although playing the piano at school wasn't cool with male peers, the piano did impress the girls.  Consequently, my boys continued to play!

The recent years will be covered in Part III.