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Tracy Thielen Posts: 3
1/24/2017
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The two strategies I would implement are tiered lessons and mnemonic tools. For the tiered lessons I give a practice with very small pieces of a piece of music, with many repetitions. Gradually the student would put together 2 or more parts, making them longer and playing longer phrases. I use mnemonics all the time with note reading and the names of the strings on each instrument,
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Marcey Sperr Posts: 1
1/26/2017
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I have a student with a visual impairment. I have added thin, brightly colored finger tapes to his viola and I enlarge his music per his 504 plan and his IEP.
When we are sight reading, I have to prepare his music in advance.
Other students with ADD, do well with sight reading programs such as www.sightreadingfactory.com
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Brian Hellhake Posts: 3
1/27/2017
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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 music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have been using Smartmusic with my students for the past couple months. I have a student who has special needs for hearing. She has a IEP to have upfront seating so she can hear better. I have found the feature where she can play the entire orchestra part or just hers. It allows her to use head phones and her part better. I also have been using smartmusic for those students who have IEP for additional assessment time. It allows me to accommodate her needs very easily. Finally, I can use it to differentiate for students easily. I can assign smaller chunks for those students who need a slower pace. Students who need a challenge can be assigned larger chunks.
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Sarah Miller Williams Posts: 4
1/28/2017
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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 have used a microphone/receiver system with my hard of hearing students a number of times. It has been wonderful in the music classroom because it allows the hard of hearing students to feel included, even if they choose not to sing along. They are more aware of what is going on and are less likely to miss things which boosts their morale and prevents behavior issues.
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Mary Morrow Posts: 3
1/29/2017
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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 a student in my keyboard class who has significant issues. He has a learning disability and emotional and behavioral elements that contribute to the progress or lack of progress in keyboard.
One of the strategies spoken of in this section deals directly with Peer Partners. I have spoken with another student who seems to have the patience of Job who has agreed to partner with this student to come alongside and partner with him through the challenges that he has in a peer to peer way. It also provides a Reciprocal Teaching type approach at a peer level with the concepts we are studying in the class. The class itself is very self directed and self paced. Both of these strategies allow for one on one connection with this student who is desperate need of that type of attention. The strategies also reinforce what the peer has learned, enabling the concepts to be further solidfied in her head and performance practice.
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Mary Morrow Posts: 3
1/29/2017
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Engaging all learners is essential. Teachers are encouraged to strive for development of lessons that are engaging and motivating for a diverse class of students. Varying the way I instruct with the keyboard class is critical. I have realized through this course that perhaps I need to grant a type of manipulative for the student with disability so that he can plot and place on the musical staff and then reinforce with the playing of the exercise. If I give him a kinesthetic activity that goes directly to reading the notes on the musical page, his mastery may come at a quicker pace.
Provide a balance between teacher-assigned and student-selected tasks. My student with this significant disability may find greater ownership if he is allowed to choose what song he works on next, given a list to choose from. This will enable him to be more engaged with what learning is happening because he chose it. His emotional disability my resonate very well with this and he may rise to the occasion if given the choice.
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Robert Barnes Posts: 3
2/12/2017
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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 a student with a disabilities needs.
I could use a form of Cornell notes that would help my students identify key terms and elements in a given piece of music that we're working on in class. These notes would identify all pertinent elements that are required for the proper execution of the piece.
Peer Partners - I make it a practice in my music classroom to purposely pair up people as stand partners. I always tell them that they are either paired with someone they can help or someone who can help them. Without saying which is which, of course. I routinely ask them to perform an excerpt for their shoulder partner and give each other constructive feedback. It works really well.
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Constance Poitier Posts: 11
2/13/2017
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Opt. 2: Mnemonic instruction to assist in memory: We review the staff daily. I have a poster with the class rules on the staff lines. For Example: The first line of the Treble Clef staff is "E" so that rule is, Enter Quietly; "G" Get permission to speak' "B" Be on time; "D" Do your best' and "F" Follow directions. Used for a student with ADD, I use the record button on the electronic keyboard to record his progress. He listens and rehearses with it several times. When he is ready, he voluntarily lets me know when he is ready to add another phrase or note. I also show him visuals from an on-line program called, "How to Play Piano." His family supports his progress by allowing him to access it at home so he can rehearse it and show continued progress in the classroom. Sometimes he has come back to class showing advancement beyond our chart and has moved along. He doesn't have a piano at home so I allowed him to use a plastic model keyboard with raised keys after he advanced beyond the demo paper model I printed from the computer.
Task Analysis in keyboard class is used to allow students to progress in smaller increments of time. Some days we may add a note, other days two or three, when the piece changes or combines hands, we rehearse until we can successfully move on.
Since I am a BYOT classroom instructor, I allow my students to use their iPads when needed for review of the instructional video.
edited by Constance Poitier on 2/13/2017
edited by Constance Poitier on 2/13/2017
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Constance Poitier Posts: 11
2/13/2017
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Chris Endsley wrote:
Option 2: I had a student in my AP Music Theory class who had difficulty in note taking. I allowed this student to bring his iPad to class and take all of his notes on it. Additionally, he had a music writing program on it that enabled him to complete much of the notation work on the same iPad. At the same time, I encourage him to also work on traditional staff paper since that is what is required on the FRQ questions on the actual AP exam. The combination of technology and traditional hand-written work proved quite successful for this student, who is now a Vocal Performance major.
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Constance Poitier Posts: 11
2/13/2017
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I have a student with the same challenge in my Acting Class. Everything he does has to be done on his iPad. His writing is not legible so he is embarrassed to try. You're a great teacher!
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Theresa King Posts: 3
2/13/2017
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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 have several students in my classes with IEPs and 504 plans. Because of this, I employ the use of Computer Assisted Instruction through our theory curriculum "Musition". This program provides additional practice with immediate feedback and allows students to work at their own pace, repeating portions, getting immediate feedback, or working ahead if they have grasped the concept. At any given time, I have at least 5 different levels working within this program. We break into cooperative learning groups to review the information for each lesson. Oftentimes, peer partners will work together to help solidify concepts taught in each lesson. This provides my students the opportunity to accept the help they often fear asking for.
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Meredith Hollowell Posts: 7
2/14/2017
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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 a student with a disabilities needs.
1) I like the idea of using a cube. In my orchestra class, each student will have a cube with specific exercises for them to rehearse and master. Each cube would be uniquely designed for the students needs. That way, students at all different levels would have a focused practice session working on the specific areas needed. They would be asked to master a task before moving to the next one. Having a cube and wanting to complete all sides would motivate them to use their best effort. Students with disabilities would have the opportunity to work at their own pace and at their own level while still giving them a sense of accomplishment when they complete their cube.
2) I often use mnemonic instruction in my choral classes to help them remember certain rhythmic or melodic patterns. I also use them for help in remember lyrics. For example, if a song has more than one verse that looks and sounds they same both time, except for the words, the students get mixed up. Mnemonic devices help students retain the words and know what words are coming. Students with disabilities can benefit from this, too, because sometimes a visual image may be easier to remember than just words. I often act out my mnemonic devices in a silly way to entertain the students, but also create a fun image that will stick with them.
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Pamela Jo Guess Posts: 3
2/16/2017
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I have used Venn Diagrams for comparing familiar pieces of literature with a new piece that the students will be sight-reading that day in class. I group the students by combining high level, middle level, and low level learners in the mixed level groups. Each student is accountable for contributing to the group effort. the students ahre the results with the rest of the class when they are finished with their Venn Diagrams. I then compile all of the response into one Venn Diagram and make copies to give the entire class for study purposes. This helps all students feel that they are part of the group as a whole.
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Tabitha Bennett Posts: 3
2/18/2017
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I would llike to implement more Peer Parnters in my classroom. I find myself seating my students in rank based on their ability to play their instrument. I need to think about Peer Partners and the strategy's ability to help those students who are struggling in my classroom with the music being taught. I would also like to incorprate graphic organizers in my classroom as a means to help my students develop a more indepth understanding of the pieces we are learning.
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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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cooleyc Posts: 3
3/7/2017
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Option 2 : I have used technology with two of my students that have been visually impaired. Both needed the music larger than was possible on normal printing from the publisher, and it was very difficult to enlarge the print enough to accommodate their needs. Therefore, I used two different methods to help out. I tried projecting the music on a large screen and enlarging it and it worked pretty well for rehearsal in the room. Difficulty was that they had to memorize it for the performances. The second piece of technology that I used was to get each their own tablet where the music could be adjusted to the size that was needed for them. This worked better, but not perfect. Some songs responded better to the enlargement than others did on the tablets.
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Daniel Reed Posts: 3
3/9/2017
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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 have modified guitars to fit specific students needs with regards to hand strength and ability. Softer strings, different guitars with smaller necks, smaller sized guitars, etc.
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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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Emma Goldberg Posts: 3
3/13/2017
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The two strategies I could implement are mnemonic tools and tiered lessons. I already use mnemonic tools for remember notes on the staff, key signatures, etc. For the tiered lessons, I can have a rehearsal with small sections from a piece of music. We can start one part at a time, with many repetitions. I can then gradually add more parts. I can also add on the the phrase to eventually have the entire piece.
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Dominick Eggen Posts: 5
3/19/2017
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We routinely use mnemonic tools to help students recall information related to music theory and music performance. Notes of treble and bass clef (FACE/Every Good Boy Deserves Fudge), order of flats & sharps (BEAD Greatest Common Factor/Fat Cats Get Dizzy After Eating Beans), B.O.A.T (Bring Out Altered Tones).
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