Piano Duets and Co-regulation

8
May

Piano Duets and Co-regulation

 

As I observed my son’s piano lesson this afternoon the concept of co-regulation came to mind. He had practiced a song this past week and after he played it for his teacher she suggested they play the duet together. She joined him at the piano and they played the song together – my son doing the part he had practiced and his teacher doing the more difficult part. The thing about a duet is that both people have to be playing their part in a synchronized way with the other. If one person plays their part without any regard for what the other person is doing it is very unlikely that the song will sound like it’s supposed to. In fact, it will probably end up sounding like two people playing two totally different songs at the same time.

The essence of playing a duet is co-regulation – each person has a role to play and there must be continuous awareness of what the other is doing. They must check with each other for readiness to start and to stop. Each must constantly monitor their tempo / pace in relation to the other. Each must continuously check their volume in relation to the other. If one person fails to do their part and takes off on their own, one of two things happens. Either the other person constantly adjusts their actions to stay coordinated or the entire thing falls apart. I noticed this with my son and his teacher today. He is only 7-years old and has been taking lessons for about 7 months, so he is not very good yet at monitoring lots of things at once when playing. His teacher recognizes this so she makes sure to regulate her playing around what he is doing. If he loses his place for a moment she pauses her playing to wait for him to get back on track. If he starts playing faster she speeds up to match his pace. She knows that with practice he will get better at knowing how to do his part and also monitoring what she is doing so they can each share the responsibility of staying in synch with each other. Sometimes she doesn’t change her pace and lets him finish well before her – and he learns that people can get out of synch and that he needs to change something when that happens. He will continue to become competent at taking more shared responsibility for maintaining the co-regulation of duets by practicing with her and making these discoveries. She will continue to let him experience success for the most part, but just enough difficulty to allow him to learn something.

This is the same process we use to help our children learn about co-regulation within any activity. This is a critical concept for remediation and we need to be working on it in everything we do with our kids on the autism spectrum. They need to learn about co-regulation – not just you and I both doing something in the same place at the same time, but true co-regulation where we both have a shared responsibility to make things work. As parents we need to balance carefully between modifying our own actions enough that we can experience success together, but not so much that the child has no recognition of the importance of continuous monitoring of us in relation to what they are doing. The next time you are doing something with your child think about the piano duet. How much are we both doing to contribute to the success of this? If I stopped modifying my actions in response to what s/he is doing would the whole thing fall apart? What kind of discovery can I help my child make about his/her own actions in relation to mine?

Until next week,
Nicole

Comments

  • Sue, Huntington Woods, MI
    May 14, 2007

    Hi! This is Sue from the Detroit area… Annie is 8, she has been taking piano for 3 years and we’ve been involved with RDI the same amount of time. She’s in Stage 5 (the original Stage 5). Coincidently, at the recital yesterday (she played and sang an accompanment piece), I said to my husband, Jim, that I thought she should play the accompaniment while someone else sings for the next recital in January..since we were heading toward co-regulation and even seeing some glimpses now. Duet is another good possibility, too! We do a program called Simply Music, which has been very complementary to RDI. Maybe we should get a small group together at the Annual Conference whose kids take piano and brainstorm ideas for encorporating the piano??? It has been a wonderful thing to see her move from being less concerned about the piano and much more concerned about the audience!!! Sue

Leave A Reply

Your email address will not be published. Required fields are marked *