11/13/2016
Topic:
Assessment of Learning
Dominick Eggen
|
In preparing materials for our All-County Band auditions, I was notified of a student musician with a visual impairment. His sight-reading sheet music was increased in size to 140% to accommodate his ability to read it, and he was given extra time to review it before being asked to perform. |
11/13/2016
Topic:
Students with Disabilities
Dominick Eggen
|
A student with a severe intellectual disability participated in our band classes for many years as a member of the percussion section. For our marching band performances he would perform on the front sideline with our student percussionists and would do the same with our indoor concert bands. |
3/19/2017
Topic:
Students with Disabilities
Dominick Eggen
|
A former student of my band program had an intellectual disability and he was able to participate in our daily band class and after-school marching band like every other student. He joined our program as a member of our marching band percussion section, playing the congas, and like each percussionist in the program, was given individually written parts to meet his level of ability and understanding. |
3/19/2017
Topic:
Assessment of Learning
Dominick Eggen
|
For our All-County and All-State auditions, we provide a visually impaired instrumentalist the same sight-reading material as everyone else. However, he receives 50% more time to review it beforehand and has it printed in an enlarged format. |
3/19/2017
Topic:
Tools and Strategies
Dominick Eggen
|
We routinely use mnemonic tools to help students recall information related to music theory and music performance. Notes of treble and bass clef (FACE/Every Good Boy Deserves Fudge), order of flats & sharps (BEAD Greatest Common Factor/Fat Cats Get Dizzy After Eating Beans), B.O.A.T (Bring Out Altered Tones). |