7/16/2016
Topic:
Assessment of Learning
George Netterville
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Option 1: For students who have severe performance anxiety, I allow them to take the test in a non group setting if the group setting is too much for them to bare. |
7/16/2016
Topic:
Tools and Strategies
George Netterville
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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.
1. I use Mnemonic Devices to teach students numerous music concepts. Such as: The order of sharps and flats, Note Names etc. Students will be able to remember things using these devices.
2. For students who cannot handle big chunks of information at once. We can break things down into smaller forms. Such as clapping rhythms, Pretend playing, Singing the articulations, and then adding it all to playing. Task analysis can be used in almost every activity to break things down and make them seem less challenging. |
7/16/2016
Topic:
Students with Disabilities
George Netterville
|
I had a student that had Autism. He would scream if an unexpected noise happened and needed a lot of individual attention. I made sure to let him know exactly when we were starting and just talking to him about how and when loud noises would happen. I assigned a very good student to help him when I was unavailable. Especially at MPA where im not allowed to go back and help him tune the timpani's (Which he would call out to me everyday as he loved playing timpani). He was very talented and able just wanted to make sure he did things right.
edited by George Netterville on 7/16/2016 |