2/14/2017
Topic:
Tools and Strategies
Meredith Hollowell
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
1) I like the idea of using a cube. In my orchestra class, each student will have a cube with specific exercises for them to rehearse and master. Each cube would be uniquely designed for the students needs. That way, students at all different levels would have a focused practice session working on the specific areas needed. They would be asked to master a task before moving to the next one. Having a cube and wanting to complete all sides would motivate them to use their best effort. Students with disabilities would have the opportunity to work at their own pace and at their own level while still giving them a sense of accomplishment when they complete their cube.
2) I often use mnemonic instruction in my choral classes to help them remember certain rhythmic or melodic patterns. I also use them for help in remember lyrics. For example, if a song has more than one verse that looks and sounds they same both time, except for the words, the students get mixed up. Mnemonic devices help students retain the words and know what words are coming. Students with disabilities can benefit from this, too, because sometimes a visual image may be easier to remember than just words. I often act out my mnemonic devices in a silly way to entertain the students, but also create a fun image that will stick with them. |
2/14/2017
Topic:
Assessment of Learning
Meredith Hollowell
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I currently have a student in my orchestra classroom who broke the wrist of the left hand, which is the hand used for fingering. I have made the following accommodations:
1) I have him shadow bow the correct bow directions while the rest of the class performs a song.
2) When working on notes and rhythms, he has been reading the note names and tapping out the rhythms with his uninjured hand to show understanding of the subject matter.
3) I keep him engaged by reading theory or music history information out loud to the class about songs class is playing in the book.
4) Since he can not play his instrument, he assists other students with tuning and rosining their bows as well as noting when he sees a section with their bows out of sync. He correctly identifies the problem and gives the solution based on his observation. |
2/14/2017
Topic:
Students with Disabilities
Meredith Hollowell
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class."
I had a student who was hearing impaired in my music class. I designed activities so that he would have the opportunity to "feel" the beat when other students were singing to the music. He had a good sense of rhythm and was able to be involved with hand clapping, marching, and dance-like motions. When using visual cues, he was able to play rhythm instruments on cue and still feel as though he was contributing and a part of the group. |
9/14/2021
Topic:
Students with Disabilities
Meredith Hollowell
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"Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion."
I had a student who was developmentally delayed. She was not able to sing so when she joined my Chorus class, I created a strategies to engage her in what we were doing. She enjoyed and was capable of the physical movements we did during our vocal warm ups so I incorporated the same kind of movements into our concert repertoire. I mapped out the melody with hand motions and she was able to shadow my movements and eventually was able to do them independently. It was a way for her to participate and be equally involved in everything we were doing in class. It was a delight to see the joy on her face! |
9/28/2021
Topic:
Tools and Strategies
Meredith Hollowell
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability. 1) I frequently use mnemonic devices to teach and review the note names of the clefs as well as the order of sharps and flats. For example, I use Every Good Boy Deserves Fudge for the letters of the treble clef staff. In the past, I've had students with learning disabilities that were not able to put together the sentence listed above. In that case, we created images (ex, boy, fudge) that they were able to put together in the order of the sentence. Once they were able to complete the order of the sentence correctly, we were able to connect the image to the word and the word to the note name on the staff. 2) Peer Partners-in the music classroom students succeed at different rates. I put together stronger instrumental players with those who are slower in grasping the concept. Working as partners, they shadow each other in technique was well as quiz each other verbally on music vocabulary and notation. Both partners are able to take turns practicing skills and a level that is challenging for them as well as encourage each other on the same learning goal.
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9/29/2021
Topic:
Assessment of Learning
Meredith Hollowell
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- 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.
*I had a student in my beginning orchestra class that had a physical disability. She had four fingers on her right hand which limited the way she could hold a bow. The student and I worked together to create an accommodation for how she would hold the bow comfortably, yet still be able to make a quality sound on the instrument. For an adapted assessment, I asked her to play certain notes and rhythms that could demonstrate her knowledge of the material without being affected by the bow hold. She was successful in all that was asked of her.
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10/6/2021
Topic:
Students with Disabilities
Meredith Hollowell
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Administrator: "Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion."
I teach a student with a physical disability in my Orchestra class. She only has four fingers on her right hand. Working together, the student and I came up with a modified bow hold so that she could comfortably hold the bow. I also modified my instruction to include her when I was discussing the way to hold a bow with the whole class. I used terms that all students could understand and use to create a successful bow hold. This was important to me as to not alienate her when the class was discussing proper bow hold. |