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Norman Mason Posts: 3
2/11/2017
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Option 2: In my elementary music classroom I've used technology to meet the needs of a student with a visual impairment through the use of Smart board activities as opposed to smaller materials and manipulatives. Utilizing Smart board activities for my student with a visual impairment enlarges the content making it easier for her to see the content and due to the interactive nature of this technology, I've found that she grasps the content quicker when she is able to manipulate the large digital items (music notation and symbols, drag and drop items, large interactive visuals, etc.) on the smart board as opposed to writing, drawing or creating using smaller materials.
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Llewellyn Humphrey Posts: 3
2/18/2017
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Option 1:
I use "peer partners" and "mnemonic devices" for teaching my ESE students. The peer partners allows for my students with disabilities a chance to improve without the pressure from whole group instruction. The mnemonic devices is especially helpful in learning the lines and spaces in treble clef.
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Katherine Berry Posts: 2
2/24/2017
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Option 2:
The school district in which I teach utilizes an online music curriculum called Quaver's Marvelous World of Music. In addition to the interactive white lessons, specific lessons provide a QR code that can be scanned by a tablet which then allows the student to access the activity via the tablet. I use this feature specifically with some of the students who have autism and therefore struggling with being overstimulated by the large screen. By allowing the student to utilize the tablet as opposed to focusing on the smart board, they are allowed to minimize stimuli that may be affecting their ability to focus.
Additionally, when I am working on composition projects, I have students who struggle with fine motor skills and writing out notation. I use the tablet and QR codes to allow the students to access a online staff where they can simply drag and drop the rhythms they would like in their composition which is easier than gripping a small pencil and drawing complex music symbols.
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Katherine Berry
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Constance Poitier Posts: 11
2/26/2017
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Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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Constance Poitier Posts: 11
2/26/2017
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- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
I use Peer Partners to help students learn sight singing. Many of my ESE students love to sing but have not had formal training in note reading. Several of my students are advanced and this year six made it to All State. They became section leaders in sight reading. We break into groups for our sight reading and the groups are based on assisting those in need. The general population groups are larger than the ESE groups which may be one to two people in the group. I work one on one with students who may have EBD or behavior challenges in addition to the SLD to help them focus during the ten minutes allotted for sight reading daily.
Another strategy I use is Mnemonic adaptation for the purpose of memory retention. For the lines and spaces of the treble clef I use: Every Good Boy Does Fine and FACE; for the bass clef I use Good Boys Do Fine Always and All Cows Eat Grass. I find ways to reinforce the concept as often as possible such as using the same line names of the treble clef to teach the class rules such as: Enter quietly - Get Permission to speak - Be on time - Do your best and Follow Directions. When a student breaks a rule, they have to find that rule on the staff thus reinforcing line names.
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Michael Troina Posts: 3
2/27/2017
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I use a lot of technology in my classroom. Projectors, iPads, recorded examples of music, etc. Using some of the apps out there could really make a difference in how my students with disabilities learn.
I love the cubing idea. What a great way to use that with all level of students. I plan on using this in my classroom to teach different concepts as music notes, musical expression, etc.
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Karen Watson Posts: 3
3/11/2017
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Option 1
I will be using the Two-column notes strategy for my lesson on Beethoven with my students. Students are already familiar with the strategy, because we are an AVID school, and will be watching a short video on his life and will list the main points while watching and afterward discussion.
Second, I will be using guided notes for my students in self contained ESE classroom with regards to the instruments in the orchestra. They will be required to enter the missing vocabulary words during the lesson as it applies to the instruments and their families presented.
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Deborah Fahmie Posts: 3
3/13/2017
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I have found peer partners to be most successful in working with the ESE students that mainstreamed into my classroom. I set up guidelines for the "music buddies" as I paired a regular ed student with the ESE student and found it to be most helpful to both students involved. It was helpful to disburse the ESE students among the class and I found that the regular ed student took much pride in being able to assist the ESE student in our goals for the day. I also love the concept of Discovery Learning whereby a mixed ability group of students discover possibilities by exploring options. By doing so, I feel that all students will utilize higher order thinking strategies at whatever level they are at and not only discover answers to prompts, but also wet their curiosity for what other possibilities there are out there. Curiosity is a great thing to instill in young minds and Discovery Learning is a great way to help students acquire this attribute.
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Swantje Biernacki Posts: 3
3/23/2017
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One of the strategies I use quite often when learning new skills on the instruments is peer partner. After modeling and demonstrating the required task, I have the students partner up and demonstrate and practice for each other. They get certain focus points what to pay attention to and have to check off the focus points as well as correct each other while playing. I also ask the students to find at least two things that have been done well by their partner keeping the attention on positive criticism. With Peer partners the students get a lot of practice time while being observed which keeps them usually motivated and engaged. As the teacher I am able to walk around and help out if I see that problems. It gives me the opportunity to use mediated scaffolding where necessary.
The second strategy I am implementing especially when playing on the instruments is a tiered lesson according to the students playing ability.
In my 5th Grade elementary classes we learn about improvisation as an element of jazz. We created a piece in AB form where the B part was for improvisation to a steady beat on a pentatonic scale, thus turning the form into a rondo.
Tier 1 was the basic comprehension of AB from and rondo as well as what improvisation means.
The tiers for the playing instruction was divided as follows:
A part:
1. Proper playing technique playing a steady beat throughout the A part ( more challenging an ostinato)
2. Proper playing technique playing a simplified melody throughout the A part ( more challenging entire unmodified melody)
B part:
1. Proper playing technique improvising in the B part using 2 or 3 pitches on a steady beat. ( more challenging make up your own rhythms with the pitches)
2. Proper playing technique improvising in the B part using 5 pitches using various rhythms.
In this way all students were able to actively play according to their comfort level and experience the musical form as well as improvisation.
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Paul Roy Posts: 3
3/23/2017
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I have a student with a Learning Disability that has benefited from the use of technology in the Chorus classroom. Each student has a laptop (as part of our district's technology initiative), and we have been able to post assignments for them to complete online. The students often share ideas or opinions using Google Forms, access sight-reading materials and important information using Google Classroom, and view their music wherever/whenever by accessing PDFs online. This has helped her and other students by allowing them access to important information when they need it (helping them to stay organized by keeping it electronically in one central location), and to more easily stay focused because they are looking at and interacting with their own computer screen, rather than just looking at a board and having to remember the information later. They are not just seeing and hearing the information, but they are reading and interacting with it as well. This has also allowed us to help the students build more self-reliant habits: instead of automatically asking for information to be repeated, we simply remind them to check online first before asking questions.
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Katherine Reynard Posts: 3
3/27/2017
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1. The strategy of self-reflection for a comprehension check could be accomplished by using "ticket out the door" and having the student write the definition to a new term learned to show they understand the term. After I have reviewed them I could correct misunderstanding during the next time I see them.
2. I have used "Peer-Partners" when asking the students to compose rhythms and make sure that each of my students that struggle are partnered with the high level students to create a teaching situation within the pair.
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Joi Chapman Posts: 3
4/3/2017
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One strategy I use to help build confidence at the piano keyboard is using color coding with stickers on the keyboards: using one color for line notes and one for space notes, or one color for bass clef and one for treble clef, depending on what the focus is on particular lessons. then, based on their level of understanding, the music is color coded to match the keyboards. this is also done with bells and with xylophones.
I also use peer partners, and they assist and evaluate their assigned partner or their shoulder partner.
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April Laymon Posts: 5
4/4/2017
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One of the strategies I have used in the past, but need to be more diligent about, is the use of small groups. I found it useful last year to group my recorder students into groups based on their progress through our "Recorder Karate"-style "belt" skill tests. After several classes of more whole-group instruction, I decided to analyze where the students were in their progress, and created small groups with students all at the same level. Then both my student intern and I met with different groups, giving instruction and feedback, which allowed more time for practice. It helped students realize they weren't the only ones not advancing as quickly as others, and it also helped give the students more confidence as they practiced together.
In addition, I used the strategy of "peer partners" by assigning certain of my advanced recorder students to the smaller groups as a mentor, or I paired them up with an individual. It gave these students the chance to invest in their classmates, and in many ways, was likely less intimidating for the less advanced student to play for a friendly classmate, than for me. The tutor had a special targeted rubric to help them assist the student, and their 'student' had the opportunity to give me feedback about their tutor, as well. I have been feeling the need to return to this system, as it was very beneficial.
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Chavis Cook Posts: 3
4/5/2017
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One strategy I have used to build music theory competency is the Music Ace software. I was able to customize lessons and assign specific tasks for each student for differentiation purposes. This software helped students understand concepts with instant feedback.
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Alba Chong-You Posts: 3
4/12/2017
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Two strategies that I would like to implement in my classroom are Two-Column Notes and Learning Centers.
I would like to use two-column notes to help students solidify key vocabulary terms as they would record, question, recite, or reflect on what they've learned. I can see this being beneficial for my students with disabilities as it will allow them time to process the information and provide multiple means of representation and engagement.
I would also like to implement more lessons using learning centers. I think it would give my students more time to practice a skill that we have learned about in class, such as rhythm reading, recorder playing, reading notes on a treble clef, etc. It would give me time to walk around and observe which students are meeting the goals and which ones need more practice. It would also allow me to be able to really spend more small group time with students with disabilities and/or general ed students who need assistance.
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Marie Radloff Posts: 3
4/14/2017
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One of the strategies I frequently use in my fourth and fifth grade classes as I'm teaching a new recorder song is Task Analysis. At the beginning of class we do a warm-up in which I play a four-beat melodic pattern on my recorder and ask the students to copy me. I always include (preview) any new fingerings, and/or difficult fingering combinations they will encounter in the pieces we'll be learning, or reviewing, during that lesson. Students then listen to me sing the song (if there are lyrics) and then we sing it together. Next, students read the rhythm of the song, read and/or sing the pitch names of the melody, read/sing the melody while fingering along with the recorder mouthpiece on their chins, and then finally play the song. At each step along the way I listen to students' responses and correct any mistakes I'm hearing. This strategy has served me well with my gen ed students as well as special learners.
Another strategy I often use is Self-Evaluation and Reflection paired with Individual Practice Time. I introduce the activity, be it singing, playing, or movement, and then sequentially teach it to the class. In December, we did a movement activity with Leroy Anderson's "Sleigh Ride" in all of my fourth grade classes as a way to experience the element of Form. After listening to it with a listening map, and discussing the form, students spread around the room and I began teaching the movements for each different section of the piece. This is a very challenging activity, but achievable for most mid-year fourth graders. At each section, after teaching the movement I provided time for individual practice. Once we learned all of the movements, and reviewed the form sequence again, we tried the whole piece with the music. After the first "performance" I asked students to spend 30 seconds reflecting on their performance, and to think about what they could do to make it better. It was interesting to see the students practicing the parts they'd had trouble executing. During the second performance I did see a marked improvement. I asked how many felt they had been more successful...most, if not all, raised their hands. I gave them another 30 seconds for more reflection/practice time, and we did the movement activity one more time, again asking how many felt they had improved. Again, students raised their hands. Rather than being bored, frustrated, or tired of the activity, they asked to do it again, which I attribute to their continued sense of improvement and competence, even amongst those who had struggled. All students, including my students with autism, were able to participate at individually appropriate levels. Some of my ASD para-professionals were challenged, as well as the gen-ed students, but everyone laughed and enjoyed the activity, and gained a better grasp of the form of the piece.
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Kathleen Neal Posts: 2
4/21/2017
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One strategy I often use is cooperative learning. Using the Kagan strategy Quiz Quiz Trade, everyone is always answering a question. If need be, I can color code the cards so a student is only getting questions on the appropriate level. The second strategy I use are graphic organizers. They are great tools when comparing different songs or the same song being performed in two different genres.
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Karen VanBeek Posts: 3
4/22/2017
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One strategy that I find very helpful is self evaluation and reflection. After my students have sight read a new recorder piece, we talk about which line or measure was the easiest and which was the most difficult. The students then discuss why that was the case. This helps them isolate sections that need more practice.
Although I have used graphic organizers in the past, I am going to make a point to use them more frequently and with more depth. I anticipate using them to compare and contrast musical listening examples, musical instrument characteristics, etc.
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La Toya Wilson Posts: 6
4/24/2017
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Two strategies that could be implemented in my class room are allow extra time to process, allow student to use written response rather than notate.
Use Color coded letter names under notes for students with Behavioral Disabilities, Learning Disabilities, and Speech impairment.
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mary wright Posts: 3
4/25/2017
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I use cooperative learning often with Kagan activities. I have students turn and discuss the content with their shoulder partner. At the end of class, students discuss the Essential Question with their shoulder partner before we discuss it as a group. We do Think-Pair-Share. Students walk around in space to the beat of music while holding a rhythm pattern card. When the music pauses, they stop at a new partner each time and read their rhythm pattern using syllables. The partner reads his/her pattern and then they switch cards and the music starts again.
I use a multi-sensory approach for everything through the use of manipulatives, visuals such as pictures, graphs, thinking maps, listening maps, movement for everything and reading and writing.
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