1/27/2017
Topic:
Students with Disabilities
Emma Goldberg
|
I had a student who was visually impaired. With any music that was small print, I had to magnify the print for them. Also, I gave a hard copy for anything I would post on the board that we would be using in class. Providing these accommodations allowed this student to still participate and be engaged equally with the other students. They were able to still be a part of the process of learning music, rather than just hearing it and memorizing it aurally. |
3/13/2017
Topic:
Tools and Strategies
Emma Goldberg
|
The two strategies I could implement are mnemonic tools and tiered lessons. I already use mnemonic tools for remember notes on the staff, key signatures, etc. For the tiered lessons, I can have a rehearsal with small sections from a piece of music. We can start one part at a time, with many repetitions. I can then gradually add more parts. I can also add on the the phrase to eventually have the entire piece. |
3/13/2017
Topic:
Assessment of Learning
Emma Goldberg
|
When I do individual assessments for sight-reading exercises, I have students record the sight reading exercise I give them in class on their phones. In class, they record and send it to me. They still have the same study time and go through the same process they would have if they were to do it individually in front of the class or privately with me. This process allows students with anxiety or other disabilities to perform somewhat with their peers, but still gives me the ability to individually assess students. |