4/20/2016
Topic:
Students with Disabilities
Carrie Guffy
|
I currently have a young lady that is considered Visually Impaired. She has a condition that causes her eyes to shake, which makes reading that music extremely difficult for her. She learns best by peer-tutoring with a strong singer in the class who helps her through rote instruction. Occasionally she will ask for her music to be enlarged, especially when working on solo auditions. |
4/20/2016
Topic:
Tools and Strategies
Carrie Guffy
|
In the after school choral activities, such as show choir and Men's choir, we use Peer Partners Strategy a lot. The "captains" of the group are very good about pulling kids aside to help with rhythms, notes, etc. It is very beneficial to both the student that needs assistance and for the one giving the assistance. Peer partners strategy not only allows the students to learn but to have social interaction as well.
General music class is very conducive to task cards. Recently we implemented a lesson on Broadway Theater productions. Each Tier were giving task cards where their final projects, after research, were to create an advertisement for the show, act out a scene from the show, turn in a research paper. |
4/20/2016
Topic:
Assessment of Learning
Carrie Guffy
|
We have used a variety of assessment adaptions in the music program here at our school. In the general music setting recently, we had a student that presented all of his work on his personal tablet. It was easier for him to type then to write. Anything assignment that we had for the class, he did the same level of work, but all his assessments were done via technology
Another year, we had a student that did not process information that she heard verbally as fast as written instructions. Any information that was given to the class was also given in worksheet form, this student was also given a taped recording of all the songs, her part played out on the piano. That way she could practice at home at her own pace to keep up with the class. |