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Dan DuBay Posts: 3
5/4/2023
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I have used a Venn Diagram in the Band Room. I have played a professional performance and a recent performance by the students. I had them list 3 differences and 3 similarities between the 2 recordings. We shared out in class to try and raise our awareness of items to make the ensemble better.
I have also used Cornell Note in a music theory class. Students take notes, write a short summary of what they learned, and then 2 questions they had about the material at the end of class.
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Jennifer Adams Posts: 3
5/5/2023
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With a student in band who had selective mutism, music was an amazing outlet that was successful through differentiation. She couldn't speak to you face-to-face, but she could play her instrument out loud. A system of communication using the cube method was developed through her playing that led me to know she could actually speak if it wasn't face-to-face. This led to more differentiation where voice communication would take place by phone conversation.
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Kristen A Bowne Posts: 3
5/8/2023
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- 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.
Technology can be extremely useful in the Chorus classroom. I currently have many students who have 504's in place that allow them extra time to complete assignments. When it comes to singing assignments, if a student seems to be making the same music error repetitively, I will instruct the entire class to pull out their phones, turn on the voice memo app (or something similar), and record me modeling/playing that small section of music. They can then listen to the correct example as many times as they need to before our next rehearsal and my "help" is not limited to our 48-minute class period.
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Rebekah Chambers Posts: 6
5/12/2023
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I have used gradual release as a top strategy over the years, and it's something music teachers are usually natural at. I do, we do, you do. Today's learners really want and need as much model and demonstration as possible to understand the content and then perform it.
I have also used guided notes, task analysis, as well as tiered lessons to help differentiate and reach as many students as possible. Tiered lessons probably are employed the most out of this list, as I continue to assess the needs of the students who need more enrichment because they are learning at an accelerated pace, as well as breaking down the content in to more digestible pieces for students who need more time with the content. Sometimes that means writing a simplified part so that they are still learning, but not overwhelmed by the complexity. These have all been effective tools for me.
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.
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May Couey Posts: 3
5/12/2023
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I really enjoyed using “task analysis” as a daily approach to new music with my students as a middle school band director.
· Clap/count it
· Sing it/finger along
· Play it
This worked across the board with a variety of ages and ability levels of students. Breaking one line out of the book down like this gave me more opportunity to work the room, and see if we were lacking in any one category or section.
Another one I used year-round is peer partners. It may be a new student to our school, a student with disability, or someone who recently joined or recently switched instruments. My students were wonderful!! And they always loved to teach and support each other, it was so rewarding to them, and in turn to me as well. They were able to help their peers get caught up with that one on one attention.
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Katie Aucremann Posts: 3
5/16/2023
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I love the idea of "cubing" as a way to go deeper into a piece of music we're learning. I don't often ask any of my students to research or learn about the composer so this would be a great activity- and not a worksheet or completely open ended assignment.
I also think doing more cooperative learning in small groups- whether it's working on a small ensemble piece or improving a band piece- would be a good strategy for all my students not just those with disabilities.
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Maeanna Callahan Posts: 4
6/27/2023
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
I use technology all the time in my classroom, so I would like to briefly explain one of my favorite teaching tools for students who need more time/extended time to learn a piece, particularly when it comes to rhythm and note recognition. One of my students had severe anxiety, with an extreme aversion to bugs of any kind and would have to leave or miss my class regularly to see our guidance counselor. This caused him to miss many rehearsals! To help him (and other students who needed more time than my class time allowed), I created practice tracks that I uploaded to our learning platform (google classroom, Canvas, etc). Using the tracks allowed all students to rehearse together and I was able to walk away from the podium to coach him on his part one-on-one. I did this with other students as well, regardless of disability or not. I also uploaded tracks for each individual part for the pieces we were learning for that unit (i.e. First Violin, Second Violin, Viola, Cello, Double Bass) for students to listen to, memorize, and practice with at home.
A strategy that I would very much like to use in my classroom is CUBING. I really like the visual element of displaying the completed cube in the classroom, as well as having 6 different ways of approaching/learning about a new skill. I am very passionate about teaching students new bow strokes on our stringed instruments. I haven't designed the lesson yet, but I would like to introduce a new bowing term and use the cubing tool to compare and contrast the new bow stroke to previously learned ones. I would also like to adapt one of the sides to be called "Teach It" where the student has to attempt to teach the bow stroke to a partner. I feel that this should be a small group assignment and I would have students of different levels in a group. I would use Think-Pair-Share during the instruction phase of the bow stroke, and then use Cubing as the final product. I really believe that trying to understand a skill from 6 different viewpoints will enable both disability and non-disability students better understand a bow skill. Combining Think-Pair-Share with Cubing would give struggling students an opportunity to learn from their peers and give high-level students the chance to further develop or build upon what their partner contributes.
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Jillian Savia Posts: 9
6/29/2023
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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.
Two strategies discussed that I could implement in my music classroom would be Mnemonic Instruction and Peer Partners.
Mnemonic Instruction can be helpful when teaching the notes of the lines and the spaces on the musical staff for particular clefs. Popular ones taught are FACE for the spaces of treble clef and Every Good Boy Does Fine to teaching the lines EGBDF of the treble clef. To make this even more engaging and memorable for students, they can even come up with their own Mnemonic devices to describe the lines and spaces. This can be especially helpful for students with Other Health Impairments such as ADD or ADHD, as well as for students with Aural and Visual Impairments.
Peer Partners such as orchestra stand partners or specific instrument sectional groups can be really useful for students who have behavioral disabilities as well as students with ADD or ADHD. Students may find it helpful to have a partner or friend to follow along with during rehearsals not only to help keep their attention, but also for help with getting support or clarification on a concept or task that they may be struggling with.
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Jillian Savia Posts: 9
6/29/2023
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Katie Aucremann wrote:
I love the idea of "cubing" as a way to go deeper into a piece of music we're learning. I don't often ask any of my students to research or learn about the composer so this would be a great activity- and not a worksheet or completely open ended assignment.
I also think doing more cooperative learning in small groups- whether it's working on a small ensemble piece or improving a band piece- would be a good strategy for all my students not just those with disabilities.
I also agree that I would like to implement more "cubing" into my instructional practices for teaching orchestra! I think it would be a great engagement activity for the students to become more knowledgeable and passionate about the musical literature that they are learning each day!
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Derek Weston Posts: 3
7/11/2023
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Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
Administration can support arts educators instructional practices for students with disabilities by providing access to professional development that focuses on Universal Design for Learning and inviting teachers to visit classrooms (both regular ed and ESE self-contained) where teachers model effective practices. It is also critical that arts teachers are made aware of student's IEP's and are invited to be a part of IEP meetings.
Administration must also recognize the many varied teaching strategies that arts teachers already use that are effective for all students, including students with disabilities. Scaffolding and differentiation are hallmark strategies used by ensemble-based performing arts teachers, and these techniques can be applied to all areas of education.
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Mark Watson Posts: 3
7/13/2023
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The most frequent strategy I have used is small group instruction. We regularly divide students into groups based on a number of criteria including instrumentation, voicings, ability level, and at time mixed grade levels. All of these strategies are based on the ensembles' needs/goals while taking the individual student learners understanding and application into consideration.
Another strategy is the use of peer partners. When our ensemble rehearsals include sightreading, I will have music stand partners work together. Initially, without playing their instruments, students will scan the music together looking for, major musical signs, trouble spots, key musical elements, and repeated patterns. Eventually they will verbalize rhythms while fingering along on their instruments before actually performing the sightreading material.
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Ester Jackson Posts: 3
7/16/2023
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In my guitar class, I use Mnemonic Instruction for students with disabilities in various ways. For example, when learning the letter names of the open strings (string 6 to string 1), we have used "Eddie Ate Donuts, Good Boy Eddie." The first letter of each word, is the pitch name of the string. Another strategy that I often use small group instruction and peer partners. The peer partner can assist with rhythms, melody, etc. Also, in small group, I will preview a lesson with students with disabilities to give more time.
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Roberto Vidal Posts: 3
7/29/2023
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Option 2:
One technological strategy that I have implemented in my chorus classroom is using my SmartBoard in conjunction with Sight Reading Factory to magnify, present, and re-model my previously outdated sight reading printouts. In my lesson planning, I currently use Sight Reading Factory in order to generate 16 measure sight reading examples for my choirs. I usually print these examples landscape for all of my students daily and it goes in the chorus binder. Throughout the last few years, I have begun to use the Sight Reading Factory directly off of my SmartBoard. I keep the tabs open for each class period and print those examples directly from my board. In this way, the students have their own up-close personal print-out and/or the magnified version on the board in the front of the room.This strategy has shown great success in my ensembles with my students with visual impairments as well as those with motor impairments that prevents them from seeing up-close and/or holding up the sight reading example. The metronome feature, moving red guideline, and tonic pitch establishment features on SRF also provides great accommodations for all students in the ensemble.
edited by Roberto Vidal on 7/29/2023
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Kevin Spilling Posts: 3
8/5/2023
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- 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.
I had a student who suffered from extreme anxiety due to being a victim of abuse. Anytime this student was asked to do anything in front of the class (answer questions, play an example, etc.) they would have a breakdown. To help this student, I used Schoology to have the student submit playing tests as a video instead of performing the playing test in class. This let me assess the student in a comfortable environment for the student.
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Jordan Mattheus Posts: 3
10/24/2023
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In band we use multiple different strategies to aid students in the learning process. These strategies can help students with or without disabilities, and I use them frequently in order to smooth out instruction. Two such strategies are mnemonic instruction, as well as peer partners.
For Mnemonic instruction in music we often break down identifying notes on a staff using words or phrases. I will always provide a couple of example sentences such as "every good boy does fine", or "every good burger deserves fries", and then I will lead students in an activity where they think and come up with their own sentences to help them remember their lines on the staff.
In band almost everything we do has some form of collaboration between the students in the class. Because of this, I often take advantage of peer partners to help students practice as well as helping students further their understanding of the content being taught. For example, in my beginning band currently I have two activities that we regularly use peer partners to help instruction. The first activity I have is where students pair off into similar instruments and I have them each quiz each other using flash cards to help name the notes on the staff. The second activity I have my beginners do is have them pair off again, and then have them each play their five note scales to each other while they both take turns giving positive feedback and comments to the others performance.
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M Tarquine Posts: 3
11/8/2023
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I've successfully used peer partners in music theory, especially around sight singing. Having students talk back to each other to get through the process part of sight singing was helpful. It gave all students a chance to talk out loud and feel more confident about the content. Additionally, when covering character development, I found giving students sides to read and doing small group direction where the class could observe the work and feedback given to each group was helpful.
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Kenneth Carter Posts: 3
11/15/2023
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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 have had varied experiences with students where I have implemented several strategies that have been mentioned. The first one is Mnemonic instruction I have implemented several time and at various different levels. When teaching music this strategy is essential in teaching students the names of the lines and spaces on various staffs. I have even utilized mnemonics to teach about the order of the circle of fifths. It offers students a pseudo cheat code for remembering orders, letter names, or other pertinent information. Another strategy that I have implemented is the use of venn diagrams within my classroom. At the high school level you can use this for listening activities where you are comparing pieces of music to one another. I have also utilized it for students to compare a recorded performance (during rehearsal/concert) to a reference recording to see what we can work on and what makes the performance better.
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Alec Pearl Posts: 3
5/3/2024
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I had a student a couple of years ago who had issues with fine motor skills and really struggled with playing a string instrument. As an accommodation, I had them download and use different apps on their phone so they could still play with the ensemble and contribute in a meaningful way. This empowered the student to be creative, feel like a part of the team, and also took away the limitation of needing excellent motor control to play their instrument.
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Julie Ortner Posts: 4
5/20/2024
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Two strategies that could help students in my classroom would be peer partners and mnemonic instruction. Giving students peer partners allows students to exchange ideas; this is particularly helpful for students who get stuck in the brainstorming phase. If the students have a structure (such as sentence stems) this can let students participate more easily or at least practice active listening. Mnemonic instruction is beneficial for students who can get easily frustrated by seeing there is a lot of information to remember. Instead, the student can see the information reduced to something smaller and can feel less overwhelmed. Additionally, giving students some freedom to create a portion of the mnemonic instruction (perhaps just one letter) can make the task feel more fun for students and let them feel like they have choice in their learning.
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AventurineLe Posts: 3
8/9/2024
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