10/25/2016
Topic:
Students with Disabilities
Diana Rollo
|
I once had a student who was visually impaired. He was a member of my keyboarding class and played piano beautifully. Music had to be blown up in order for him to read the notes, but he didn't rely on it for long. His memorization skills were impeccable and he had a great ear for music. Written assignments also had to be blown up for him and he was also given extra time to complete written work and tests. He was a great kid and I enjoyed having him in my classroom. |
10/25/2016
Topic:
Tools and Strategies
Diana Rollo
|
Strategy 1 - Mnemonic devices - I have used these in chorus and IB Music instruction. In chorus, they are useful for beginners to learn line and space notes. In the IB classroom I use a Mnemonic device to help students with musical analysis focusing on the major musical elements: Melody, Meter, Harmony, Medium, Form, Style, Context, Texture.
Strategy 2 - Venn Diagrams are effective for comparing musical excerpts. I will use a Venn Diagram in the IB classroom to compare and contrast our prescribed works.....using the above Mnemonic device as the categories to compare. |
10/26/2016
Topic:
Assessment of Learning
Diana Rollo
|
For my beginning class, I have students that come to me at all levels of musical ability and achievement. I have made necessary adjustments for students with disability when it comes to the length of the test.....i.e. fewer questions but still testing the same written skills. I also make adjustments on time for those that require extended time on tests. |