This study aims to improve the ability of autistic students' dynamic musical skills by using Augmentative and Alternative Communication (AAC) media. Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and learning skills in children and youth with autism spectrum disorders and other developmental disabilities. There are many strategies educators use to help a child communicate. Visual aids have been used successfully to help children with autism communicate. An image system called AAC Media allows teachers to create images to help students on the spectrum communicate. The results of this research indicate that musical dynamic skills in the music domain could be improved by using AAC media. The use of AAC media brings a positive impact on the skills of autistic students in musical dynamics. Therefore, teachers can apply the use of AAC media to school music activities. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay Students with autism have significant ability in the visual domain. In learning for students with autism, another problem that arises is limited communication between teachers and students. This has all become a very fundamental problem. It is absolutely essential to develop better communication skills by using pictures or other visual aids to help them remember and understand. Some theories may seem exaggerated, but the consideration considered old can still serve as a basis for reflection. As an example, Kissinger and Worley (2008) suggest that music can be used as a communication channel for therapeutic or educational reasons, particularly for children with developmental constraints. Especially for autistic children, music offers alternative potential for communication channels. A number of relevant research explains that music has enormous benefits not only in improving communication or other skills of autistic children, but can also serve as an intervention, both social and social. and behavioral intervention. One of the lessons learned in autistic children is learning music. Teaching music art to autistic students is not easy, the lack of methods and media makes autistic students not easy to follow learning. Another difficulty that appears is that the constraints and communication of teachers are very difficult to teach with the usual approach, especially many school music teachers are classroom teachers who do not have a background in art musical and vice versa. Many music arts teachers working in this field are less understanding of autistic students in their learning. This becomes a problem not only in the field of learning musical art and even in other subjects. In music art learning activities for students with special needs, teachers need to modify learning tools, ranging from learning planning, learning objectives, teaching materials, methods, media and assessment used in learning activities. Choosing appropriate learning methods and materials can make students moreinterested in the lessons that will be taught by the teacher. It is therefore what the teacher transmits which is well absorbed and can help the students to have a good knowledge of the musical art. This can make playing musical instruments easier. Musical instruments used in different types, such as piano instruments, keyboards, drums or guitars, can be used in learning musical art for autistic students. However, using keyboard instruments is easier to use than the piano because the keys are much lighter when pressed than those of the piano, since students with autism usually have obstacles in their motor skills . The keyboard has the ability to play rhythm with a variety of variations so students can choose a rhythm that appeals to them and is not monotonous. The keyboard also has a metronome, so there is no need to use a separate metronome when the autistic student is learning rhythm. The dynamics of music is an important part of musical learning. The dynamics of music are added into a song or work to express how a person playing or creating the song feels. Dynamics deals with other musical elements, like tempo, which is also part of musical expression. How autistic students can express their feelings when playing a song in order to use the correct dynamics. By playing the dynamics of music, students can recognize different expressions in a song. To further facilitate the comprehension process, then for autistic students who have a visually oriented learning style, the development of augmentative and alternative communication (AAC) systems is necessary. . This system is also known as AAC (Augmentative and Alternative Communication) in the line proposed by McCormick & Shane in Noel Kok Hwee Chia (2009). Alternative communication is a technique that replaces oral communication for people who have speech difficulties or are unable to communicate through language. Whereas augmented communication concerns the rules and tools/systems that can improve the ability of verbal communication in the reality of daily life. Therefore, AAC media should be used to improve the musical abilities of students with autism, especially their dynamics, either in providing lesson materials or in daily musical activities. Forms of AAC media of different types, both formal, have been created, such as PECS, Compic, etc., and have also been appropriated. The functionality of an individual's communication should be evaluated based on actual results in response to the demands of the everyday environment. Results and Discussion Based on the research carried out, the researchers described the research data to see to what extent the influence of the intervention provided through the use of AAC media to improve the capacity of core dynamics in the 'children's musical arts learningThis research was successful and increased if the acquisition of the scores that appear in each instrument, the ability of musical dynamics increased by comparing the acquisition of scores at each stage of the state . Results from the intervention conditions (B) through the use of AAC media show that the acquisition of musical dynamics ability scores increased compared to the results of measurements and data collection in the baseline condition ( HAS). Capacities are increasing in all instruments. Subjects received the highest total score for the fourth instrument (pressing with hard dynamics), which was 26 out of the maximum score of 30,.