Nick Thriving with Music

Nick (middle) 

Nick loves music.  Seeing him play in marching band is more than a goal achieved.  He is happy.  That may sound like a simple statement, but it signifies a culmination of Nick’s intense therapies to live and achieve with the disability of autism.

As a toddler, he'd climb onto the piano bench and bang on the piano keys.  He started piano lessons at about the age of 8.  He did not necessarily pick up the concepts easily, but he practiced incessantly.

Nick about age 2

In fifth grade Nick decided to join band in school.  He chose to play the bells.  The classmates in his band class were extremely supportive and helped Nick learn the music.  The elementary school band teacher had ADD, so this teacher could relate to Nick--keeping instruction clear and concise.  Nick thrived.

In seventh grade his band teacher introduced Nick to other percussion instruments. It was a slow process to get him comfortable, but he persevered.  Again, his classmates helped Nick, if needed.

Nick continued band in high school.  His sophomore year, he joined the rhythm theatre band in addition to the regular band class.  The rhythm theatre band practices were after school, so this really illustrated how much Nick liked music--he was there because he wanted to be, not just to fill a class period.

In his junior year Nick added the marching band to his class schedule.  This class started an hour before the regular school day.  Nick, who was never a morning person, awoke at 5 am daily. 

Few of his classmates from elementary have continued to take band, but they have been the nucleus for meeting new friends via band.  I understand the marching band members become really good friends because they spend so much time practicing together.  However, I have never seen such acceptance and camaraderie that includes a student with autism.  This bond goes beyond the school walls.  We rarely can go to a store without Nick knowing someone.  Either he or the other person will stop, high-five, and chat. 

Now, Nick is a senior, and he continues to play in these bands. He wishes to pursue more piano lessons and wants to play in a band after high school.  Nick sums it up, "Music is my life."

top photo credit:Shaylen Sparrow

Autism and Music: Another Door Opens - Part I

Cam, Ryan, Nick after a recital

The apple doesn't fall very far from the tree.  I grew up playing the piano.  I never had a choice, and now I teach piano.  Rather ironic.  I hated practicing daily, and now I ask my students to do exactly that.  My boys are no exception.  I am mom.  I am also piano teacher.  They would rather not practice.  They can think of so many other things to do.

Bummer.

I remember the day I met my piano teacher.  My dad whistled, and my siblings and I fell in line from oldest to youngest.  If you've seen the musical, The Sound of Music, you know what I'm talking about.  My dad introduced this lady to us.  "Her name is Miss Sherry. She is your piano teacher.  Who is going first?"  My siblings and I looked at each other, wondering who wanted this.  No one answered.  My dad answered his own question then, "Oldest to youngest."  So started years of piano lessons, practice sessions, and recitals.

Over the years I grew to like the instrument, especially when I was able to play music of my own choice.  Music opened doors for me.  At a very young age I was performing and playing for people.  Whether I was playing at church or in school, I played the piano.  Sometimes I'd play for friends if requested.  I accompanied a few opera singers and other musicians.  I met close friends via music.  Little did I know this would become a way to communicate with my children with autism.  Looking back, I see I related to many people from all walks of life through music.

Teaching music was my first job.  At the ripe age of 14 I started teaching.  Of course, I became serious and earned my certification when I turned 30.  Teaching music has allowed me to stay home and be with my boys.  If there is ever a need at school or therapy, I am able to go immediately.  I can attend their dietary needs.

Music is also a therapy of sorts for me.  I can play Beethoven if I need to let off steam.  I can play Beatles or Queen to have fun.  Playing movie themes relieves stress.  I can have a few minutes of freedom. 

When the boys were young, they were never far away. They'd dance. They'd climb on my lap and play the piano via the "bang" method.  I'd let them plop their hands of the ivories, and their faces would light up on the sound they created.  Being around the piano was a way for us to connect when the boys couldn't talk.  We could smile and have fun simply by playing "sounds".  It didn't have to be music, per say.  Just sitting together and pushing the keys.  We had a good time.

Now the boys all play on their own.  They play and perform.  Teenage boys with autism can and do!

How do I get them to do that?  That will be Part II.