12/20/2018
Topic:
Students With Disabilities
Gary Murch
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I had a sixth grade student that was intellectually delayed and was in a self-contained classroom. She had a beautiful and expressive singing voice. I conducted a school-wide music assessment (Edwin Gordon) and learned that this girl's music aptitude was in the top 5% of the entire school, including 700 regular ed students. The assessment itself is adaptive whereby students listen to pairs of rhythm and tonal patterns and circle same or different smiley faces on a answer sheet. She had a perfect score in tonal pattern recognition. While she had a disability in reading she was able to memorize lyrics with the help of the teacher's assistant and ESE teacher. Her ear for music tone was much above the norm - her God given gift is music!. I learned from this experience that intellectual disability and musical ability are not tied together.
I encouraged her to join our school chorus, where she sang a solo in a school concert. I chose her among 10 students to join the All County Chorus. The music was much more challenging than our school chorus offered and she mastered the music with the aid of CD recordings of her part. Although we advocated for her to continue in the Jr. High Chorus, the school placed her in a PE class instead!!! |
12/21/2018
Topic:
Tools and Strategies
Gary Murch
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
One strategy I am considering is setting up learning stations whereby I can circulate and offer more individualized and small group instruction. One problem that arises with 18 -20 energetic elementary students is controlling noise when students are engaged in different activities. Electronic instruments, microphones and noise cancelling headphones would be a great solution. Tying the electronic instruments - drums, keyboards, launchpads, electric guitars to a hub would allow each child in the small group center to communicate with one another and create, practice skills and experience real world jamming. It might be good to start with one of these soups as one of the centers - cost being a factor. I also strongly opine that electronic instruments should never replace the actual traditional instruments they imitate. For example, There is a different experience playing a trombone and playing a synthesized sound of a trombone on a keyboard. But sure, for experiences with sound manipulation, composition and interpersonal musical behavior development, music technology is highly motivating.
A second strategy I would like to adopt is a learning contract. I teach elementary general music, beginning strings and instrumental private lessons. I have found - especially with the private lesson students - that if goals are not clearly defined in advance, the students tend not to put their best effort forward in practicing the skills I introduced at the lesson. Another stumbling block is the limited amount of time that I meet with students, which amounts to once a week for a half hour or less for general music and private lesson students. Through tools like a learning contract, the student would know what was to be learned and practice on there own, at their own pace to that end, they would have a better chance at success. |
12/21/2018
Topic:
Assessment of Learning
Gary Murch
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I teach many ESE children. One of the challenges I have is a boy that has autism. He has difficulty with transitions. He finds it difficult to participate in music games that have a sequence of several movements. For example part of a song will have the children walking, then sitting down for a bit, then stand up and walk in a circle. He likes to stay on the ground which results in becoming an obstacle for the other children. Through motivational accommodations such as providing encouragement of the student's efforts and by encouraging him to remain on task this may help with his behavior. Another way is to break the assessment down into smaller chunks. If he completes one part of the movement he could be rewarded with a treat. I also can make accommodation by playing soft calming music during the transitions entering and leaving the classroom and between activities. |