7/18/2016
Topic:
Students with Disabilities
jennifer corzine
|
I had a percussion student who was autistic. He was very bright, but he couldn't relate to other students. In fact, he liked to be left alone. Loud noises upset him (not a good thing for a student who often played the cymbals). My main problem with him was that he became very frustrated if he couldn't get his part right quickly. He would freak out and then just give up. I tried my best to calm him down and have him break down the music into smaller sections, but this was very difficult for him. He often responded best to being left alone. He could play quite well when he wasn't upset. |
7/27/2016
Topic:
Tools and Strategies
jennifer corzine
|
I have had some experience using the peer partner strategy. This works well when you have a group with mixed abilities. I like to give the students learning packets which they can work through with their peer partner. I am available to help, if needed, but it is amazing to see how the students help each other to learn and master the material.
Mnemonic instruction is very helpful in beginning music theory lessons. Many students use acrostics to learn their note names, but I like to have them make up their own unique sentences, representing the names of the lines and spaces on the bass and treble clefs. The students really get involved in this exercise and some students further establish their understanding by making a
drawing what their sentences represent. |
7/30/2016
Topic:
Assessment of Learning
jennifer corzine
|
I had a student with autism who was extremely anxious about taking our weekly playing test in band. He couldn't focus on the music, and he became very agitated when playing in front of his fellow classmates. If I had the opportunity to work with this student again, I would do two things to help make the evaluation process more comfortable for him. First, I would use a card with a cut out window to enable me to isolate the one or two lines of music he would be playing. I think that would help him to focus his attention. Secondly, I would hold this student after class or let him come in at another time, to allow him to play without anyone watching. I think this student would benefit greatly if I utilized these options. |