Implementing a College Service-Learning Model to Increase Music Appreciation and Narrative Skills of Students with Intellectual Disability

Abstract

We developed and applied a Music and Narrative Curriculum for a college community service-learning course in a special education classroom of a local secondary school. The development of the curriculum stemmed from the music appreciation courses taught at a university. The curriculum consisted of three instructional phases, each with three core literacy. This article presents how to implement an eighteen-week general music education course, including classroom training and four intervention music lessons in a special education classroom at a university.