MUSICAL PLAY FRAMEWORK
The Musical Play Framework was developed with teaching staff, families and people with profound and multiple learning disabilities (PMLD)/profound intellectual and multiple disabilities (PIMD). The framework combines practices such as Intensive Interaction (Nind and Hewett), Responsive Environments (Jean Ware) and Adult Interactive Style (Lila Kossyvaki) with playful instrumental music and musical instruments.
The eight principles of the Musical Play Framework are designed to be used by non-music specialists to support opportunities for playfulness for, and with, people with PMLD/PIMD.
Prepare
The environment is free from external noise pollution and is appropriately lit.
Playful (up-tempo and major) music is used (live or as a recording) to create a positive environment.
Play-partners are free from distractions or other tasks and show availability to play. They are appropriately positioned to best support the individual/s with PMLD.
Observe
The play-partner presents instrument/instruments which may stimulate interest. These may or may not form the focus for play.
The play-partner remains engaged in the activity/interest of the learner.
Interests may vary in duration; they may be fleeting/ sustained or delayed.
Respond
Pre-intentional communication is assigned meaning and intentional communication gets a response.
The individual/s with PMLD get to know that their action creates a response or result.
Actions, movements or vocalisations are used as the
stimulus to develop a playful musical exchange
Participate
The play-partner uses a playful and animated pitch (e.g. Oooooooh! Ah! Wow!)
Exaggerated and anticipatory vocalisations are used.
The play-partner laughs, and is present in the activity.
Extend
The play-partner supports the child to explore ways of producing sounds from/with the instrument, these may be non-conventional.
This may include throwing/banging/spinning instruments and non-functional ways of creating sounds.
Motivate
Use minimal speech.
The play-partner uses speech to motivate the individual, or to create a playful atmosphere. This typically does not exceed 3-4 words, mapped onto what exactly the individual with PMLD is doing.
Playfully use vocalisations/voice play to explore intention and interaction.
Whenever possible avoid instructive and negative language.
Support
Play-partners work to scaffold and support peer-play, they are careful not to dominate it.
Play-partners draw attention to peer through verbal
encouragement, non-verbal signs and supporting turn-taking activities.
Share
In group Musical Play, the play-partner promotes peer interaction through exaggerated sharing of
instrument/stimuli.
The Musical Play Framework is designed to be delivered in a 1:2 ratio, with one play-partner (supporting adult) supporting two peers with PMLD/PIMD. Typical sessions may last around 15-30 minutes, or until the participants with PMLD/PIMD indicate they are ready to stop. Musical Play should be supported by a small set of musical instruments, with a range of tactile variance.
Training on the Musical Play Framework is recommended for those hoping to implement the sessions. Half-day and twilight sessions are available.
'It was such a great day; staff are continuing to be enthused and excited
about what you taught us, thank you so much for coming.'
The Musical Play Framework remains the intellectual property of Dr Rosie Rushton.