8/2/2016
Topic:
Students with Disabilities
Seth Gardner
|
I have a student with Autism. He is incredibly talented in music, but lacks social skills. He is not on the same page as me or the rest of the students when we are rehearse. To help him understand the rehearsal process, I allowed to compose a piece and rehearse it with the students. When I would rehearse his piece, he was constantly stopping me and interrupting. When he led, he quickly realized how challenging it is lead a group of 60 students.
I have also been working with him to see other people's points of view instead of debating his point of the view all the time. |
8/3/2016
Topic:
Tools and Strategies
Seth Gardner
|
Question 1: Graphic Organizers could be used to compare and contrast different pieces of music. Specially a Ven Diagram would allow students to see what each piece has in common or not. In AP Music Theory, Cornell Notes would give students a wonderful study resources for the AP Exam. They would be able to easily review key concepts.
Question 2: For students who have difficulty hearing intervals or the tonality of chords, I have them use MusicTheory.net. This online tool allows students to practice hearing intervals. For those students who have difficulty remember definitions, they use StudyBlu.com to create flashcards that allow them to practice. |
8/3/2016
Topic:
Assessment of Learning
Seth Gardner
|
Question 1: I had a student who was visually impaired and we needed to enlarge the size of the font in order for the student to fully participate in class and take assessments.
Question 2: For those students with word recognition, repeated reading is a natural fit for the choral classroom. As a class, we recite the words repeatedly while practicing, allowing the student to gain fluency. For those students who have Amuse, repetition of important information, in the case melodic intervals, is important to help them achieve mastery. |