3/30/2017
Topic:
Students with Disabilities
April Laymon
|
I had a student with autism a number of years ago that happened to be a brilliant singer. While the sound of recorders or drums were too overstimulating, singing was definitely in his wheelhouse, and his entire being lit up when we sang. At the time I was teaching in a large multipurpose room, and so it was easier to put space between the different things that might be going on simultaneously in the classroom, i.e., drumming in one corner, singers at the other end of the room. I would also ask the drummers to play significantly softer, in order to not overwhelm their classmate. They were very accomodating, and the student was able to participate effectively, while the others still were able to experience the musical whole of the activity. |
4/4/2017
Topic:
Tools and Strategies
April Laymon
|
One of the strategies I have used in the past, but need to be more diligent about, is the use of small groups. I found it useful last year to group my recorder students into groups based on their progress through our "Recorder Karate"-style "belt" skill tests. After several classes of more whole-group instruction, I decided to analyze where the students were in their progress, and created small groups with students all at the same level. Then both my student intern and I met with different groups, giving instruction and feedback, which allowed more time for practice. It helped students realize they weren't the only ones not advancing as quickly as others, and it also helped give the students more confidence as they practiced together.
In addition, I used the strategy of "peer partners" by assigning certain of my advanced recorder students to the smaller groups as a mentor, or I paired them up with an individual. It gave these students the chance to invest in their classmates, and in many ways, was likely less intimidating for the less advanced student to play for a friendly classmate, than for me. The tutor had a special targeted rubric to help them assist the student, and their 'student' had the opportunity to give me feedback about their tutor, as well. I have been feeling the need to return to this system, as it was very beneficial. |
6/14/2022
Topic:
Students with Disabilities
April Laymon
|
I had a remarkable student who had autism (I'll call him 'David'). He was assigned his own paraprofessional, but mainstreamed into a very dynamic 5th grade class, and the students were wonderful with him. We discovered music was his "thing", that brought him out of his internal world, and connected him with others. He also had an incredible singing voice. Playing instruments was something we learned to moderate. He could handle the Orff instruments being played, and he loved when the class would play together--but drumming was a bit too stimulating. The class learned how to moderate the volume, and if he wasn't playing the piece we were, he was certainly singing it! Since he was also somewhat visually-impaired, he would sit close to the front during group instruction, unless he was having an off day...but usually, by the halfway point of music class, he was right back in the thick of things. When he exited music class, he was always on top of the world. I believe we all learned more from David that year than he ever learned from us.
Towards the end of that school year, we had a professional music ensemble on our campus, working with our students over the course of a week, thanks to a local fine arts program. They were extraordinary, and their music was joyful--like David. He sat on the floor in front of the ensemble, drinking in every note of their performance. When they finished, he leapt to his feet, and went to pump every single musician's hand. "You did a GREAT JOB!" he told them. "I am SO PROUD of you!!"
Honestly, I couldn't speak for several minutes. And I filed that story away in my heart for a rainy day. |
6/15/2022
Topic:
Tools and Strategies
April Laymon
|
I carefully crafted a recorder lesson using TIERED LESSONS, with multiple student entry points for varying abilities/experience in mind. Not only did the class have multiple academic levels, but also was a dual-language class with many levels of English fluency, including students with almost no English language learning. These strategies were INCREDIBLE for the ESOL kids as well as my students with learning disabilities! I broke down a recorder piece, and included three different tiers of difficulty for each line of the song. I modeled each line, then we played together multiple times, then they practiced as a group. First we would practice the process of the "on level" line; then the simplified "Needs support" line (with a simpler rhythm); and finally, we processed our way through the "Challenge" line (harmony), for the advanced students. I circulated through the classroom, assisting as students had time to practice in SMALL GROUPS. As a class we listened to each group, and offered IMMEDIATE CORRECTIONS AND FEEDBACK. Then we assembled the parts together, and played as a large group. It was incredibly successful, and the students felt very accomplished at the full sound it created. |
6/15/2022
Topic:
Assessment of Learning
April Laymon
|
One example--In future, while giving a test on orchestra instruments, I would allow special needs (specifically) students to use pictures of instruments to answer questions on an instruments of the orchestra test. They would have seen the pictures/icons previously on listening examples, and music activities where we sorted and grouped instruments based on family characteristics. This, of course, could be expanded in a variety of ways--character icons to go with a Peter and the Wolf lesson; sound icons (pictures showings thing that are loud or soft) to go with a dynamics lesson, etc. |