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Tracy Messina Posts: 3
6/22/2016
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I have used the Yamaha Keyboard to meet the needs of my students. I had one student who was hearing impaired. He had never used a keyboard before. He thought he couldn't use it becasue of his disability. He found out he can put the headphones on right over his hearing aids and was able to learn how to play several songs on the keyboard using the letter names.
I have also used the keyboard to enhance a musically gifted student. I was teaching him since he was in the first grade. He even played several times at our school piano recital. He now has become a professional accompanist. While other students were learning the songs of the day on the keyboard I would have him bring his music that he was working on to class and use his keyboard time to practice. The students in the class enjoyed hearing him play and that gave the other students motivation to keep practicing.
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Rachael Joachim Posts: 3
6/26/2016
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One strategy that would work well and I have used in my classroom is Peer Partners. For example, I've had a class when learning a new note on the recorder turn to the person they are sitting next to, and then play for each other. Beforehand I lay out what is expected from each person in the partners and what each person is responsible for when they play for each other. This helps any of my students with disabilities because they get direct help from a peer, they may get more time to practice a skill, and more time to process how to do the skill. Plus, the whole class had lots of fun!
Another strategy that I have used and has worked well is the Mnemonic Instruction when it comes to learning how to read the notes on the treble clef. I break it down into smaller steps eventually leading into the letter strategy of FACE for the space notes, and creating different sentences for the lines, EGBDF. I also have a worksheet where the students can create their own sentences using the letters of the lines to help them remember. This helps any students with disabilities by giving lots of different strategies of learning.
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Stacy McDonald Posts: 3
6/28/2016
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2 strategies combined that could work well in the music classroom are learning centers with peer partnering. An assignment that has worked well in my classroom is Rhythm Reading Instrument Stations. This is a small part of what they do at each station. After previous lessons explaining, demonstrating and performing class rhythm reading charts with instrument icons, the students are sent in pairs to the different workstations. At the station will be a set of 2 instruments ie; drums, rhythm sticks and a chart with the instrument rhythm icons. The two must practice the rhythmic pattern by patting their lap first. This is a good time for the students to help each other if there is any confusion with the rhythmic pattern. They each pick up an instrument and play the pattern on the card. They then switch instruments. The activity can carry on to further developments. This sort of activity creates a relaxed atmosphere for any student who is having problems understanding rhythm reading. No one hears them except the student they are working with and the assessment is when both feel confident that they can play the assignment for me and possibly the class.
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Laurie Rangel Posts: 4
7/1/2016
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Two strategies I have used successfully in my classroom with students with disabilities are Cooperative Learning and Peer Partners. Our school participated in Kagan training. This helped me to have specific approaches to given situations in my classroom for cooperative learning. Students are grouped randomly and work as a team. For example, I will teach them a short passage to learn on classroom instruments and they will practice and work with others in their group to learn the given example. When a student needs additional help, peer partnering works well so that another student can work with them one-on-one and teach them the given lesson.
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Laura Allgood Posts: 6
7/1/2016
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The first strategy I could implement would be Peer Partners. I use this to have students peer coach each other in recorder and ukulele pieces they are working on. Shoulder partners to discuss and review lesson content and vocabulary. I mix up how students get partners and come up with new ways so that they are always working with different partners.
Another strategy I could implement would be Mneumonic Instruction. This could be used to help students remember names of the lines and staff and orders of sharps and flats. This strategy would be good for remembering vocabulary terms such as tempo and dynamics.
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Paul Quintero Posts: 3
7/4/2016
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I once had a student with a hearing impairment. Using computer software, I was able to project onto the white board a visual representation of the recorded musical examples I would play in class. The student was able to see the pulse of the music so she could tap/march to the steady beat with us.
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william barnes Posts: 3
7/14/2016
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I use peer partners based on CGA scores. They are partnered high scorer to low scorer. This not only helps the low scorer, but also the high scorer. Teaching something greatly enhances understanding. And a student can understand their partner's misunderstanding.
I use VENN diagrams to help students understand differences in two different pieces of music. I would divide class into small groups of 4-5, give each group clip board, paper, and pencil. They would work in groups, and then come back to a class setting and compare answers. I would try and pick low performing students to give answers from each group. In doing this the low performing student could answer a question correctly, maybe for the first time.
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Jennifer Webb Posts: 5
7/18/2016
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I have used peer partners several times in years past with students. I partnered one of my students who had ADHD with one of my best behaved students and they really hit it off. The student with ADHD who had been having some issues with staying on task was suddenly very interested because the other student held him accountable and they helped each other through the year.
I have also used graphic organizers with my classes. I have found that it definitely helps with organizing their thoughts and gives them a visual to their learning. I have used them in groups and individually.
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Lisa Hewitt Posts: 3
7/21/2016
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I would like to develop and incorporate the cubing strategy more in my classroom. I think it could be introduced in a fun and engaging way to the class as a whole through foam dice. Once we have understood the model classwide, then I would move to small groups and later, individuals. This would help the student with disabilities by having multiple examples and models before asking him/her to do it alone. It would also be a way to assess how each one is understanding the concept. The other strategy I would like to use more is task analysis. I use this but have not ever thought about creating ways to be sure the students understand it on their own. We go over the process for playing a new melody, for instance, but I realize I could display it in the room so I don't have to guide them all the time and they can be more independent. This is not only better for the student with disabilities but for all students in my room.
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Jennifer Tippett Posts: 3
7/21/2016
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I had a student with cerebral palsy who was confined to a wheelchair and could not write. However, she loved to utilize technology. I'm very blessed to teach elementary music using the Quaver Music Curriculum, which is a web-based music curriculum that comes with lots of tools to help a student just like the one I'm describing here. She was able to zap the QR Code to her iPad for one of the composition activities we were doing as we created various rhythm patterns to demonstrate the concept of meter. The activity that was shown on the IWB appeared on her screen and she was able to participate by dragging notes to the staff to create her own rhythm. The other kids are able to come up to the board to participate but she cannot. She has also used the iPad to take assessments since she cannot write. This is so much better than having her take the test orally after class or using a peer who also needs to take the test as well. It makes her feel just like one of the other kids as she can take the assessment from the iPad at the same time her other classmates are taking the assessment.
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Kathy Stermer Posts: 3
7/28/2016
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I would like to implement more of peer partnering in my class. I use it with my ESOL students by partnering them with other students that speak their language.Several students will benefit by working with another student, especially the shyer ones. It can also be a behavior incentive by letting them occasionally choose their partners.
I also like the idea of the cubing strategy. These could be made into different rotating center activities. This gives each student the opportunity to experience and learn the objective using different learning strategies. The student can then choose which activity they preferred and can be assessed on the activity of their choice.
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Margaret Robinson Posts: 3
8/16/2016
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I think that peer partnering could be successful in my class. We play ukuleles and for them to work in pair to learn the ukulele could help the students who are quick to learn the instrument to take a teacher role. It would also allow my shy students to learn in a more comfortable exploration of the instrument. I have a large ESOL population at my school, so students could be paired who speak the same language.
I could also use more graphic organizers, particularly with instrument components, orchestra components, listening maps, story maps.
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Richard Mousseau Posts: 5
8/30/2016
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I had a student that was developmentally delayed and was having problems identifying notes on the Treble clef staff, during our unit on violin. After learning to play by rote we learn to play through reading notation. This student did well during rote learning but became easily frustrated in their inability to identify notes on the staff. I assigned a peer partner and also used an app for my ipad called Staff Wars. Staff Wars is an app that helps students identify notes on the bass and treble clef staff in the form of a game. The student came in several mornings to receive extra assistance and to work on Staff Wars. The student went on to successfully perform with the middle school as well as the high school orchestra.
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Christina Torrez Posts: 3
8/31/2016
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The first strategy I could use in my classroom is Task Analysis. This is great for breaking down activities on Orff instruments. I have a lesson this week focusing on performing Mi, Re, Do on the instruments with fourth grade. We would begin by my demonstrating a song then echoing it back phrase by phrase. Once we learned our song I would ask the students where Mi, Re, Do was in in the song and they would do hand signs only on that part. Then we would practice on our laps playing Mi, Re, Do while alternating our hands. Then we would go to the Orff instruments and just use our fingers. And then we would finally be able to use mallets and sing at the same time. This would give all students, especially students with disabilities, multiple opportunities to practice before going to the instruments. I would also use graphic organizers in my classroom. The use of a story map would be great for introducing a new song. Let’s say we are listening to Romeo and Juliet by Tchaikovsky. Students could depict the entire story through the song. You could hear the love theme or the sword fight. This would allow students with disabilities to not just be able to perform music, but have a guided map to assist them when listening to music, especially music that tells a story.
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Elizabeth Olson Posts: 3
9/7/2016
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I have used iPad technology in my classes to assist students with physical disabilities. While learning about the blues and improvisation, students were given an iPad with the programs GarageBand and ThumbJam. I was able to set up the chord progression in garageband so students could play the chord progression with one finger. I also placed the chords in the correct order of the progression. ThumbJam was used by setting the scale to pentatonic and allowing students to improvise with their choice of instrument sound. Both apps provide opportunities for students to explore instrument sounds, improvisation, and stylistic exploration with only one finger or tool.
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Richard Mousseau Posts: 5
9/13/2016
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The two strategies that I use in my classroom are Task Analysis and Mnemonic instruction.Task Analysis is used when I break down activities in my strings class, from identifying notes on the staff, point and say the notes, pizzicato the notes, sing the notes and play the notes with the bow.
I also use Mnemonic Instruction when I teach the lines and spaces on the treble clef,bass clef and alto clef staves.
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Deidre Singleton Posts: 3
9/26/2016
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The technology I have used in my classroom is Mimio vote. Students have clickers which they use to answer a question for an assessment. The answer registers in Mimio and I can see it immediately. I pair students together to do the assessment and this helps with those who need the extra help and encouragement from their peers.
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Deidre Singleton
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Kate Nadolny Posts: 6
9/28/2016
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I have used Peer Partners in my classroom. When students go on the instruments, they are always paired with another student. This allows them both to work together to get the part I am teaching or the concept ingrained. They are allowed and encouraged to help one another. Another strategy that I use is Mnemonic Instruction. The sillier the letter strategy, the better. It allows students to say something totally ridiculous and also reinforces the concept at hand. For example, for our line notes we say, "Elmo Goes Belly Dancing Fridays." They think that is hilarious and they will always remember their line notes for treble clef. With students for disabilities, this allows them the chance to have something to hold onto that will not change. We will always refer to C Pentatonic scale when taking out the notes and removing the burgers and fries. Line notes will always be about Elmo's dancing habits. With Peer Partners, this gives them a chance to work with non-disabled peers to figure out how to do something.
edited by Kate Nadolny on 9/28/2016
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Meaghan W Posts: 3
10/1/2016
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Option 1-
The first strategy I will use is Learning Centers. I want to create effective learning centers that will help give additional practice to those students who may need it. Additionally, I will have time to work with students in a small group to assess learning or re-teach concepts, as needed.
The second strategy I will use is the Cornell Note-Taking System. I am going to use interactive journals with the students in fifth grade this year and I think that the students with disabilities may benefit from having an organized approach to taking notes, when needed, in my class. I will provide Guided Notes to those who may struggle with copying from the ELMO, if needed.
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Emily Goode Posts: 3
10/8/2016
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Two strategies that could be implemented in my classroom are Peer Partners and Centers.
Peer Partners would allow students with disabilities and learning difficulties to be paired with a peer in the room. They could sit next to each other and provide assistance when needed, whether that’s a whisper to repeat directions, redirection if off task, or help holding an instrument. It would be easy to implement as long as both parties are willing and open to it.
Centers would help to differentiate students’ educational experience in the music room. By breaking up students into groups based on how they learn and giving them each a specific center, I can help cater to individual needs. If there are five centers, maybe each student goes to 3: two for every student in class, and then one based on their learning style or “side of the cube” they are working on.
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