Creative Practice and Reflexive Musical Interaction with an Adolescent with Autism

Abstract

This chapter presents the musical interaction of an adolescent with autism spectrum disorder (ASD) mediated by the MIROR-Impro system, an interactive-reflexive musical system (IRMS) that promotes reflexive musical interaction. Autism is a developmental disorder defined according to specific criteria, such as impairment in social interactions, in verbal and nonverbal communication, and the presence of restricted, repetitive, and stereotyped behavior patterns, interests, or activities. Regarding music education and education as a whole, the impairment in social interaction can negatively interfere in the learning process. Musical interaction is parallel to social interaction and vital for music education. The use of the MIROR-Impro as a creative practice with autism students favors active participation by the adolescent. Therefore, an analysis of the musical interaction of children with autism mediated by the MIROR-Impro will be presented. Musical interaction was analyzed from the perspective of reflexive interaction and the Sounds of Intent framework of musical development. The music teacher will be able to guide students in the best way if they understand how musical interaction works during music lessons, providing creative musical practices for this learning, and respecting the individual’s characteristics.