10/12/2016
Topic:
Students with Disabilities
Christina Johnson
|
I have a student now who is high up on the autistic spectrum. He barely speaks at times and has a hard time comprehending basic notes/rhythms. He is studying with me privately and is currently a sophomore in high school. The student came to me when he was a freshman in high school and was barely able to get out of beginning band (he was in the class four times for the same instrument). We have him review note names on flash cards on a phone app to help with retention. I have also been recording the exercises that I have assigned him for the week on his iPhone so he can reference them in his practicing. He has currently gone from writing in every note and mimicking my every move with the trombone slide to independently playing through exercises in his book. He is such a hard worker and is very determined to be in that marching band at the high school. |
10/12/2016
Topic:
Tools and Strategies
Christina Johnson
|
I have several students in my period 1 beginning band that are autistic or specific learning disabled. At the beginning of the school year, once we decide what instruments we will be playing, I reserve a laptop cart for students. We split off into small groups (by instrument section) and log onto http://www.beginningbandbootcamp.com. From there, I have students take turns in assembling and dis-assembling their instrument, learn how to properly care for the instrument, and how to properly hold the instrument. They are all watching the videos online that are geared towards their specific instrument and are not allowed to move on until they are all able to hold and assemble their instrument.
This school year I have also used the Tonal Energy app on my phone for all of my bands. I plug my phone into the loud speaker to my computer and I have students listen to the drone and try to match pitch. This has been especially helpful for my beginning band students because they are able to hear the pitch, process it, and then try and match it while the pitch is continuously playing across the loud speaker.
edited by Christina Johnson on 10/12/2016 |
10/12/2016
Topic:
Assessment of Learning
Christina Johnson
|
Option 1: 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.
Last year, I had a student who was visually impaired and I had to copy the band book and all of the music much larger in order for her to see them clearly. This helped her perform and complete playing tests more accurately.
I also had an autistic student go through the band program the last three years. He was always over anxious and nervous about playing tests. I have a playing test hotline set up through google voice. This alleviates the pressure of having to perform in front of others off of students and if they weren't confident about how they performed they have a full week to complete the assignment. I tell the students that I take the best "call in" that they can give me even after several attempts. |