8/23/2016
Topic:
Assessment of Learning
Brian Barnhouse
|
Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
I had a student with a hearing disability (use of hearing aid but still mostly deaf).
Option 1: personal head phones that he could use to listen to the music at the "loudness" he wanted. This was for him to learn the new music so he could hear what it sounds like. Practice at home and then come in to play with other students
Option 2: For staying in key, using a tuner instead of by ear.
Option 3: sitting/standing next to drums for staying on beat.
Option 4: for marching band, having the drum majors use bright lights instead of whistle commands |
8/30/2016
Topic:
Tools and Strategies
Brian Barnhouse
|
Technology:
I have recently had a student who required different paper color and less glare paper for her instruction. The textbook printing and resizing took too much time during planning and then thought of using technology to help her out.
The iPad can be used to change color and brightness for online textbooks and PDF assignments. After switching the student to the iPad (also could of done with any tablet) then the student was much happier with the resources and presentation |
8/30/2016
Topic:
Assessment of Learning
Brian Barnhouse
|
Not really a permanent disability but I student that could not hit the high notes of military bugling for independent practice because he recently was put on braces and his mouth was in pain when trying to play at high octaves. To adapt, I had him play an octave lower but then sing the actual military bugling notes at the right rhythm. |