Preferred Name
Steffi Tetzloff
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Date of Graduation
5-15-2025
Semester of Graduation
Spring
Degree Name
Doctor of Musical Arts (DMA)
Department
School of Music
First Advisor
Chris Carrillo
Second Advisor
Andrew Lankford
Third Advisor
Rachel Grimsby
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a high-prevalence neurodevelopmental disability found in an estimated 6% to 16% of children ages 3-17 in the United States. A recent survey showed that 84% of private piano and string lesson instructors have taught students with disabilities and needed to adapt their teaching, but most cited having little to no education in how to appropriately do so. While public school teachers may receive support from specialists and recommended accommodations in an Individualized Education Program (IEP) or 504 plan, private lesson instructors may not be informed of a student’s disability and often lack resources to support diverse learners. By synthesizing research from neuroscience and music education, I propose physical and pedagogical accommodations and strategies to enhance instructors’ efficacy when teaching private trumpet lessons to students with ADHD.
In this document I examine studies on the neuroanatomical and neurophysiological differences in individuals with ADHD and provide a review of literature on teaching students with ADHD in the music classroom setting. I analyze which of these recommendations can be transferred to the private lesson setting and which can be applied to pre-existing pedagogical methods for private lesson instruction. Suggested accommodations are grouped into two categories. Physical modifications include reducing potential visual and auditory distractors in the studio space and altering the sheet music to increase contrast and reduce visual clutter. Pedagogical modifications involve strategies for structuring lessons, allowing student agency, incorporating multimodal learning, teaching in a stepwise progression, and assessing students.
The instructor and student should experiment to discover which of these accommodations are most effective for that specific learner. This can significantly improve lesson outcomes by fostering better engagement, focus, and skill development. These suggestions are not exhaustive or guaranteed to work for every student but instead serve as a starting point for brass instructors who feel unprepared to teach students with ADHD. This document serves as a resource for private brass lesson instructors to foster more equitable, effective, and empowering private lesson experiences for all learners.
