8/27/2016
Topic:
Students with Disabilities
Richard Mousseau
|
I had a student that was visually impared. During our study of the Recorder, we did read music notation. Because of his vison impairment he was not able to read the notation on basic staff paper. I made CD recordings of the pieces we were performing as well as extra large copies of the music we performed. He was very excited to be able to participate with the rest of the class. |
8/30/2016
Topic:
Tools and Strategies
Richard Mousseau
|
I had a student that was developmentally delayed and was having problems identifying notes on the Treble clef staff, during our unit on violin. After learning to play by rote we learn to play through reading notation. This student did well during rote learning but became easily frustrated in their inability to identify notes on the staff. I assigned a peer partner and also used an app for my ipad called Staff Wars. Staff Wars is an app that helps students identify notes on the bass and treble clef staff in the form of a game. The student came in several mornings to receive extra assistance and to work on Staff Wars. The student went on to successfully perform with the middle school as well as the high school orchestra. |
9/13/2016
Topic:
Students with Disabilities
Richard Mousseau
|
I had a student that was autistic, and was unable to stay focused in music. I had a classroom buddy that the student got along with and had the student act as a mentor to the student that was autistic. |
9/13/2016
Topic:
Tools and Strategies
Richard Mousseau
|
The two strategies that I use in my classroom are Task Analysis and Mnemonic instruction.Task Analysis is used when I break down activities in my strings class, from identifying notes on the staff, point and say the notes, pizzicato the notes, sing the notes and play the notes with the bow.
I also use Mnemonic Instruction when I teach the lines and spaces on the treble clef,bass clef and alto clef staves. |
9/13/2016
Topic:
Assessment of Learning
Richard Mousseau
|
I had a student with a speech impairment, she was not able to verbally answer questions on tempo and dynamics of listening examples in class, response cards proved to be a successful tool to assess her understanding of the concepts we were studying. |