The role of musical experience in the lives of Williams syndrome individuals

Abstract

The purpose of this literature study is to better understand the musical experiences of those diagnosed with Williams syndrome. The problem of this study is defined by the lack of qualitative studies done on the musical experiences of Williams syndrome individuals. Research done on music and Williams syndrome emphasise the intense affinity that those diagnosed show towards music listening and music making, yet very few qualitative studies have been done on the importance of musical experience in the everyday lives of those diagnosed with Williams syndrome. The study at hand will provide insight into the lives of individuals with Williams syndrome, while focussing on the importance of musical experience, raising the awareness of caretakers, educators, therapists and researchers. This qualitative study was aided by Atlas.ti 7 computer software which assisted me in document analysis through a grounded theory approach. For the data analysis process, significant statements were identified and then coded. These codes were then sorted to reveal categories and main themes. Literature revealed that music could in fact play an important role in the lives of those living with Williams syndrome. Musical experience does not only have a positive influence on a single aspect of the lives of Williams syndrome individuals, it has an impact on their lives in general, influencing their overall well-being.

Breaking the Mould: A Theory Explaining How Young Adults Living with WS Learn Life Skills through Music

“…According to Biel [ 30 ], individuals with WS expressed frustration with learning in general and said that they wanted to be normal. This notion of struggling to learn is in line with studies by Erasmus [ 5 ] and Erasmus and Van der Merwe [ 6 ] which also found that individuals diagnosed with WS longed to be normal, to be included into their communities and to feel accepted, and that music provided them with such an opportunity. When educating individuals with WS through music, one could provide them with an environment in which they experience less frustration while learning, while also experiencing acceptance from their peers and a sense of belonging [ 29 ].…”

“…The affinity that young adults living with WS display toward music [ 15 , 16 , 19 , 20 , 21 , 24 , 46 , 47 , 48 , 49 ], as well as the notion that these individuals could stand to benefit greatly when learning life skills through music [ 5 ], strengthens the argument for the necessity of this study. According to Biel [ 30 ], individuals with WS expressed frustration with learning in general and said that they wanted to be normal.…”

“…Music could be used not only as a means for acquiring the life skills needed to connect with others and cope with everyday life [44,45], but also provides an opportunity for young adults living with WS to learn skills that would ultimately permit them to become independent and live fulfilling lives [29,30]. A study by Erasmus and Van der Merwe [6] revealed that one of their study par- The affinity that young adults living with WS display toward music [15,16,[19][20][21]24,[46][47][48][49], as well as the notion that these individuals could stand to benefit greatly when learning life skills through music [5], strengthens the argument for the necessity of this study. According to Biel [30], individuals with WS expressed frustration with learning in general and said that they wanted to be normal.…”

“…This study was inspired by my personal experiences as a music educator in secondary and tertiary education, my passion for advocating for access to quality, meaningful music education, as well as previous experiences with individuals living with WS [ 5 , 6 ]. This article presents a theory explaining how young adults living with WS learn life skills through music.…”