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Robert Barnes Posts: 3
2/12/2017
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For students with performance anxiety, I allow them to perform playing tests in a non-large-group environment. I also allow any student who is not satisfied with their playing test grade an opportunity to re-test in the mornings before school starts.
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Constance Poitier Posts: 11
2/13/2017
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I have a self-contained ESE class for keyboard. I design for alternative assessment assessing students on an individual basis to demonstrate what they can actually do. Many of the students have additional varying disabilities. One has Down Syndrome, several have ADD and ADHD. I take class at the students' rate of progress and use a progress chart to show them how far along they are in the music. Several approaches are used to see how they learn best and I continue using that identified strategy for each student. For the student with Down Syndrome, I use repetition via the by-rote method. Every day, we work on reviewing what he has learned and adding one note at a time when he is ready to progress. The first time we had a recital to validate a quality performance, his entire family came to support him. Since then, they have been advocates for my program and donate to support me in anyway they can. Another student has progressed so well that he played "Fur Elise" by Beethoven for his mother's wedding just this weekend. I used several methods to assist him including modeling, video technology for school and home on "How to Play Fur Elise," and by-rote teaching. Because he was able to learn the staff, I allowed him to chart his own growth so he could be in charge of his progress. He advanced to be the top student in that class.
edited by Constance Poitier on 2/13/2017
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Theresa King Posts: 3
2/13/2017
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Theory assessments tend to occur through pencil and paper. Some students understand the information, but have a disconnect between knowing and writing. Having the student give their answers orally has proven very successful in assessing knowledge. It also helps the students feel successful by determining their own way to display their knowledge of the information being learned.
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Meredith Hollowell Posts: 7
2/14/2017
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I currently have a student in my orchestra classroom who broke the wrist of the left hand, which is the hand used for fingering. I have made the following accommodations:
1) I have him shadow bow the correct bow directions while the rest of the class performs a song.
2) When working on notes and rhythms, he has been reading the note names and tapping out the rhythms with his uninjured hand to show understanding of the subject matter.
3) I keep him engaged by reading theory or music history information out loud to the class about songs class is playing in the book.
4) Since he can not play his instrument, he assists other students with tuning and rosining their bows as well as noting when he sees a section with their bows out of sync. He correctly identifies the problem and gives the solution based on his observation.
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Pamela Jo Guess Posts: 3
2/16/2017
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I have a current student that has a plan that allows for more time as an adaption. I let her take more time to complete tasks that the other students without a plan. I actually also work closely with her one on one to make sure that she is progressing through the material and having success with less difficult tasks.
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Tabitha Bennett Posts: 3
2/18/2017
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I have a couple students who have a Emotional/Behavior disability. With those students I allow them to do private one on one skill assessments instead of the aloud in front of everyone skill assessment.
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Constance Poitier Posts: 11
2/26/2017
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Option 2. I have a student with Down Syndrome in my Keyboard Class. He requires a lot of one-on-one instruction. A personal assistant is hired to follow him daily everywhere he goes. He likes the piano. To assess him, I work with him one on one to document his effort for trying. Whether or not he moves on to the next note or not in the piece I am teaching him by-rote, if he tries, he gets credit for his work effort.
edited by Constance Poitier on 2/26/2017
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cooleyc Posts: 3
3/7/2017
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Option 1: I have my students learn major scales and perform playing tests once a week. I had one clarinet player break his arm and could not play clarinet, so I adjusted and had him learn his scales, write them out for me for his clarinet part, and then learn to play them one handed on the bell set. He enjoyed learning it both ways. He now is a pretty good mallet player as well as clarinet player.
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Daniel Reed Posts: 3
3/9/2017
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
For students who are severely learning disable I usually break an entire assessment into component parts. I have them test ONLY on the rhythm of a section, then later ONLY on the fingering or slide position, And then ONLY on the individual notes played. They may or may not be able to put all those components together by the end but they can individually complete the pieces of the puzzle that lead to a performance.
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Angela Hartvigsen Posts: 4
3/12/2017
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When students are prepared to sight-read in a group for MPA or a similar situation in which they are reading and performing music they haven't previously played,the process a good secondary instrumental director uses with his whole ensemble is very helpful in scaffolding for the non-disabled and disabled student alike. The process of looking through key changes, musical terms, potentially tricky rhythms, etc.; having students talk through the elements of the passage with a stand partner and chanting the rhythm on "ta" all take students through a sequence of smaller steps creating a helpful and consistent task analysis for them It's good teaching for all students in the ensemble. Additionally, when I have had students with challenges of reading the music fluently and not getting lost, I have placed them with section leaders or stronger players within the section to have opportunities of cooperative learning to work on a particularly difficult passage together and solve issues and confusing rhythms.
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Angela Hartvigsen Posts: 4
3/12/2017
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I had a bass player with Asperger's Syndrome in my orchestra. She was a very technically skilled bass player when the whole group was performing but she was very reticent about performing individual playing tests in front of the rest of the class. I believe this was both because the routine of whole class was interrupted during that method of testing and because, despite her mastery of the material, her discomfort with being singled out to play alone. To address this, I devised a method of testing that followed a routine of students testing in small ensembles of one player per section that was always structures the same way. My bass student felt more comfortable because she knew what to expect and she didn't have to play all alone but I was still absolutely able tp hear and visually observe her mastery of the playing skills being assessed. In fact, since there were so many fewer basses than violins, she would repeatedly volunteer to play for groups needing a bass even after she'd played for her assessment.
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Emma Goldberg Posts: 3
3/13/2017
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When I do individual assessments for sight-reading exercises, I have students record the sight reading exercise I give them in class on their phones. In class, they record and send it to me. They still have the same study time and go through the same process they would have if they were to do it individually in front of the class or privately with me. This process allows students with anxiety or other disabilities to perform somewhat with their peers, but still gives me the ability to individually assess students.
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Dominick Eggen Posts: 5
3/19/2017
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For our All-County and All-State auditions, we provide a visually impaired instrumentalist the same sight-reading material as everyone else. However, he receives 50% more time to review it beforehand and has it printed in an enlarged format.
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Anthoinette Taylor Posts: 3
3/19/2017
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Option1: I have used time allocation and differentiated instruction for a student with ASD. In order to keep time with the music, I allowed the student to clap out the song at the students own pace.
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Dustin Hicklen Posts: 3
3/22/2017
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A few years ago I had a visually impaired student in my concert band and jazz band. I would enlarge her music to she could read it easier. On sight reading exercises during our semester assessments, I would print a large copy of the exercise and double the amount of time she had to study it before playing. During marching season I took care to place her next to an older band member who she could guide to.
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Paul Roy Posts: 3
3/23/2017
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In the past I have had students who had difficulty in writing things by hand, especially when it came to music notation. In these cases, I would allow them to use technology to write out their music through online music notation software (in addition to typing responses in English). However, I would still have them write some things by hand so that they could continue to practice their fine motor skills.
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Valerie Terry Posts: 4
3/24/2017
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For all of my assessments, I allow all of my students, with disabilities, 504's, IEP's, etc. to take any playing test over any number of times until they achieve the grade they are happy with. This allows them to fix what was wrong and perform it at a level they are satisfied. When I do note naming quizzes, I also allow them to make corrections, if they want to, to raise their grade. All of my students have these opportunities. I want them all to be successful.
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Terri Booth Posts: 3
3/27/2017
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I had a visually impaired student on my high school chorus. The accommodations she used were mainly ones for magnification. All of her music and tests were enlarged so she could see the music and tests better. She was placed strategically in the ensemble so the person next to her could assist her with her music as well as getting on and off the risers.
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David Dixson Posts: 3
4/3/2017
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I like utilizing Ongoing Assessments. This way the student is able to absorb small chunks of information in short periods of time. Students may demonstrate mastery of skill(s) as we move through them. This could range from new scales, speed drills (notes on the staff) and/or identification of music symbols. According to some students with 504's, I allow extra time on speed drill if extra time is part of their accommodation.
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Joshua Sall Posts: 3
4/6/2017
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Option 1: Social disorders/anxiety - Students struggle performing in front of their peers or have test anxiety have the option of playing performance assessments through 3 options. 1 - A recorded performance of the assessment emailed to the director through their parent's email account. 2 - Play for a director in the office or a practice room away from other students. 3 - Record themselves on their phone and play the recording for us immediately.
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