8/15/2016
Topic:
Students with Disabilities
Margaret Robinson
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One student I taught my first year is Autistic. He responded negatively to loud noises. His mother, the ESE teacher, classroom teacher, and I decided that instead of having quieter music and thus affecting the other students ability to hear the music, he would come to class with noise canceling headphones. He still heard the music well when we did listening examples. He is incredible! I could put any piece of music written by John Williams on, and without telling him the composer, he could identify the music as John Williams and the movie from which it came! He enjoyed playing the recorder if he had his headphones on. He plays the clarinet in middle school now, with his headphones on! |
8/16/2016
Topic:
Tools and Strategies
Margaret Robinson
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I think that peer partnering could be successful in my class. We play ukuleles and for them to work in pair to learn the ukulele could help the students who are quick to learn the instrument to take a teacher role. It would also allow my shy students to learn in a more comfortable exploration of the instrument. I have a large ESOL population at my school, so students could be paired who speak the same language.
I could also use more graphic organizers, particularly with instrument components, orchestra components, listening maps, story maps. |
8/16/2016
Topic:
Assessment of Learning
Margaret Robinson
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had a student with Autism who knew the order of the notes on the music staff, but he visually struggled with the music staff. The assessment was to identify the notes on the music staff to ultimately play on the recorder. He knew the notes of the music staff and knew the fingerings on the recorder, but struggled to blow into the recorder while pressing down on the finger holes. So I color coded the music staff lines to help him visualize the music staff. I had him finger the notes on the recorder without blowing into it. |