6/27/2016
Topic:
Students with Disabilities
Robert Barnes
|
I have had a few students in recent years that had physical orthopedic disabilities. Being an orchestra director, it has been a challenge to find an appropriate accommodation. In most cases, the student has been able to play the violin at least in guitar position so that they can get the same musical experience as the rest of the class. Difficulty has come in transitioning to playing position and when the bow is introduced. I allow students with orthopedic disabilities to play in rest position in these situations so that they can continue participating in the lesson. |
2/12/2017
Topic:
Tools and Strategies
Robert Barnes
|
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. |
2/12/2017
Topic:
Assessment of Learning
Robert Barnes
|
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. |