Different learning styles – supporting neurodiverse students in voice training
Dr Gillyanne Kayes shares details of her own neurodiverse behaviour in Part 5 of her AOTOS Keynote speech
“Let’s see if I can say out loud what one of my neuro issues is – peculiar dyscalculia. Dyscalculia. I’m glad to see there is a name for it. A lifelong difficulty I’ve had with reading numbers and processing anything numeric! Anyone who’s worked with me a long time will know about that, including taking me into issues when learning to read rhythms in the way it’s traditionally taught in Western Lyric music. Counting.
We’ve begun to talk about how and why some people learn differently – and there are knowledgeable people here in this room, and there are courses you can do. And also to recognise that neuro-atypical can be an asset. Some call it a superpower. This is helpful – and for us as teachers and guides it provides a short-cut to improving ways we work with those people who previously might have been labelled as difficult, fidgety, inattentive, unresponsive, obsessive. My other half is ADHD. They have their superpowers and they have to learn to manage it, and you have to learn to manage it.
If, like me you have been teaching for decades, you can probably look back and see which students you worked with who were on the spectrum, or ADHD for example, and how you handled it.”
Gillyanne’s Further Reflections
In an article for the Voices of AOTOS June 2024 edition, singer and teacher Miriam Allan talks about what she has learned from being the parent of two children on the Autistic Spectrum, each with different needs. My take-home from this is that we cannot generalise about neurodivergence – there are many sub-categories and not everyone will display the same behavioural patterns even within these. We cannot be an expert in all areas, but we can be open-minded and curious about our singers’ worlds.
Since we are both neurodiverse ourselves, in our trainings we include multiple learning styles. Our Learning Lounge includes video, audio, visuals, written transcripts, reflection questions and subtitles in 6 languages, together with practical examples to experience, demonstrations and a self-build paper larynx to help orientate the more complex voice physiology.
In our teacher training cohorts we have observed some amazing results in teachers who run their own companies and choirs, who are passionate about being inclusive and finding a way through for every child or adult they work with. If this level of inclusivity is not for you, that is OK. But be aware of it, and signpost on to someone who loves this kind of work.
One of our favourite podcasters – Lifestyle Medicine pioneer and General Practitioner Dr Ayan Panja – has two very useful episodes in his podcast Saving Lives in Slow Motion
ADHD – the myth and the reality (attention-deficit hyperactivity disorder)
Tip – Dr Ayan’s shownotes always have excellent links, so be sure to check these out if you’d like further evidence bases.
Do you have personal experience of neurodiverse behaviour? How have you handled it?
Could you see neurodiversity as an asset rather than a challenge?
How would you tailor your teaching approach to accommodate different learning styles?
Click here for part 4 of Gillyanne’s AOTOS Keynote – Embracing Gender Diversity in Singing, Insights for Singing Teachers
Click here for part 6 of Gillyanne’s AOTOS Keynote – Balancing voice science and art: Rethinking vocal pedagogy
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