Well OP I presume you read the person specs of the job, and considered that you met or exceeded them, and I also assume that you looked up the institution in question and didn't find it questionable in any way, so on what grounds could your application for the job be considered 'bonkers'?
I've no doubt that it will provide challenges on many levels -- getting pupils to be able to read music (where applicable) and explaining that language in such terms as may be needed by individuals, establishing methods of performance (I should imagine that this will be particularly difficult if you require your ASD students to perform as an 'orchestra', since it will involve concepts involving the relevance of an individual's following a process to achieve a greater outcome that they might not fully appreciate or even conceive at first), choosing which students are best suited to which instruments (right down to the poor sod whose understanding is so low that he ends up on the triangle!), difficulties in communicating the relevance of different standards of performance (best demonstrated by graded qualifications) and dealing with perceived inequality, possible jealousy and potential group discord when such performance-standard-related requirements are not clearly understood ("No, Michael, being able to hammer out Fur Elise does not mean you can tackle Bach's Italian Concerto!"), preventing misuse of the instruments, encouraging their careful treatment and maintenance, learning to accept the 'rule' of the conductor, etc, etc, etc.
Mind you, the above are all problems I can foresee arising among a mixed-ability cohort with ASDs of varying severity, and musical experience ranging between none and some.
It could well be the case (although you haven't specified it) that the students will all be of some pre-existing level of musical proficiency, understanding and appreciation, who are cool, calm and collected model students in all respects, and who (while technically disabled) only qualify as students for this organisation due to being advanced students of their respective instruments and also having an ASD diagnosis; and not because of any need to overcome personal difficulties or challenges. This would be a 'dream ticket' -- a potential orchestra of performance standard, composed of highly-individual players who are already united in their practical devotion to the subject, and who simply need a teacher/conductor who is especially aware of their difference in learning style, who could work as a unit to achieve seriously respectable results.
Or it could of course fall somewhere between the two extremes I have outlined above (although I hope for your sake that the second situation applies!).
In any case, I don't think you're bonkers -- you've chosen to work in a specific field composed of students with different learning standards, in pursuit of (what is to ASD people) a readily accessible and understandable artform.
(Although you can consider all the above enthusiasm null and void if the position actually involves 'teaching' maladjusted teenagers to 'compose' and then perform pathetic amateur raps about how crap it is to have Asperger Syndrome, or why girls don't fancy you cos you is well odd like, and these being performed at provincial charity 'concerts' where they will only attract the sympathetic and patronising attention of those do-gooders who automatically appreciate anything that has been done by 'plucky cripples', or anything along those lines)
Nevertheless, good luck!
21 Nov 2013, 4:56 am
