American Sign Language and Music Therapy: A Guide to Bringing the Two Worlds Together

English Translation for Introduction Video: My name is Riley Murray, and I am an intern for Music Therapy St. Pete. I learned ASL last year in college. I support using ASL in music therapy. Music therapy is important for the Deaf and Hard of Hearing community because it teaches self-advocacy, improves communication and builds community. I created a list of resources below for MT-BCs. Thank you!

What is American Sign Language (ASL)? 

American Sign Language (ASL) is a complete, standalone language with its own unique grammar that is completely different from spoken English. ASL is a visual language, meaning the brain is processing linguistic information through the eyes. The shape, placement and movement of the hands, in combination with facial expressions play an important role in conveying information (NAD, 2025). Sign language is not universal- each country has its own sign language with its own set of unique rules. The ASL used in these videos here are specific to the United States and Canada. 

The Deaf and Hard of Hearing Community

The Deaf and Hard of Hearing Community is full of diversity and numerous identities, such as Deaf, DeafBlind, DeafDisabled, Hard of Hearing and Late-Deafened (NAD, 2025). The term “Deaf” is used as an all-inclusive term to include all identities, and acknowledge that identity is fluid for most individuals. How an individual identifies themselves is dependent on when they became deaf, their level of hearing, communication methods and cultural identity. Ultimately, the best practice is to ask the individual how they identify. 

Music Therapy Applications 

Music Therapy can be used to address multiple goals with clients belonging to the Deaf and Hard of Hearing Community.

One possible goal to work towards is language development. For clients who have been Deaf from birth or became Deaf at an early age, early intervention is crucial for establishing a reliable method of communication. Some Deaf children are born into households where spoken language is the primary mode of communication, while others may have one or both Deaf parents who use sign language. Depending on the values of the family unit, learning either modality supports future social connections, self-expression and integration into society. Music therapy bridges the gap by enriching the language-learning process. “Activities such as writing songs or pairing sign language with music provide motivating ways to introduce or practice new vocabulary words” (Gfeller 1987; Gfeller and Darrow 1987; Schum and Gfeller 1994). MT-BCs can use lyric analysis, instrument-based activities with one word directions, and songwriting to introduce or practice vocabulary through ASL. 

A more complex goal is speech production. In today’s society, individuals within the Deaf community often face pressure to “assimilate,” as spoken language is frequently viewed as the more “favorable” mode of communication. With this in mind, some clients may choose to focus on improving speech production through therapeutic singing, emphasizing increased vocal production, improved breath support and clearer articulation. While speech production may be one area of focus, it is important to address self-advocacy and self-expression. For those working on speech, these skills can be supported by helping clients find confidence and authenticity in how they use their voice. For others, self-expression and advocacy may center on affirming their Deaf identity and communication through ASL. In either case, music therapy can be used to help clients embrace and integrate both ASL and spoken English into ways that align with their personal identities and communication preferences.  

Music therapy can be used to teach coping skills for clients experiencing hearing loss in adulthood. Adjusting to changes in hearing ability requires emotional processing, adaptation to new communication methods and development of healthy coping strategies. Through the use of assistive listening technologies, or portable systems that amplify sound, such as Personal Sound Amplification Products (PSAPs), Cochlear Implants, and Assistive Listening Devices (ADLs), participation in music listening and group experiences can be enhanced, providing opportunity for social connection, emotional expression, and discovery of an enriching hobby. Music therapy interventions that incorporate listening exercises, lyric analysis, or group music-making can help clients redefine their relationship with sound, foster resilience, and cultivate a renewed sense of identity within their changing sensory world (Gfeller & Darrow, 2008).  

Resources and Applications

Learning ASL:

ASL University: https://www.lifeprint.com

ASLU is an online sign language platform created by Dr. William G. Vicars, Ed.D, otherwise known as “Dr. Bill.” This website is free to the public, and includes ASL lessons, history, additional resources and a platform to ask questions. It is a great resource for getting started and learning the basics!

Gallaudet University: https://gallaudet.edu/asl-connect/topics/

Gallaudet University was the first institution to offer higher education for Deaf students. The University was founded by Edward Miner Gallaudet in 1864. Their website has a section titled “Learn Basic ASL by Topic Online,” featuring numerous videos teaching important, everyday signs. 

ASL and Music Resource Examples: 

*When searching for music to use in session, look for videos signed by a professional interpreter or an individual belonging to the Deaf/Hard or Hearing Community. 

Sesame Street: https://youtu.be/00xKA_UNEcY?feature=shared

DisneyMusicVEVO offers multiple videos in collaboration with individuals fluent in ASL. 

Example: https://youtu.be/k08lV8GO43w?feature=shared

Chrissy: https://youtube.com/@chrissymarshall_?feature=shared

Chrissy identifies as a Deaf person, and creates educational ASL content. She has some covers of more recent pop songs, like “Good Luck Babe” and “Popular.”

Make Your Own! 

Most children’s songs and pop choruses involve more simplistic, repetitive language. A MT-BC can create their own interpretation of the translation of a song using the terms they are most familiar with, or reach out to an individual fluent in ASL. For example, I coordinated with a classmate to add signs to the song “Wheels on the Bus.” There were many different sign combinations we could have selected, but we went with what felt the most comfortable and fluid. There is no perfect answer when translating songs!