4/24/2017
Topic:
Students with Disabilities
La Toya Wilson
|
The students I am currently teaching are OI. Difficulties are mainly physical,however according to these kid nothing is impossible and I love their determination. Modifications used are adjustment of instrument,chairs,tables, making room for their wheel chair when performing on stage and in the music room. Hands on activities are continual process with all my students to master a new skill. |
4/24/2017
Topic:
Assessment of Learning
La Toya Wilson
|
Students with IND, E/BD, a resource I am currently using is John Jacobson, Music Express Magazine to use a hands on approach to follow melody and rhythm maps, secondly use peer teaching and listening maps. |
4/24/2017
Topic:
Tools and Strategies
La Toya Wilson
|
Two strategies that could be implemented in my class room are allow extra time to process, allow student to use written response rather than notate.
Use Color coded letter names under notes for students with Behavioral Disabilities, Learning Disabilities, and Speech impairment. |
4/27/2017
Topic:
Tools and Strategies
La Toya Wilson
|
The two strategies I found to be the most effective for this forum would be group practices and learning centers.
Justification for these two were most effective in that I saw peer teaching happening immediately and student self check taking place. The two instances in which I used these strategies were in teaching elements of dynamic, tempo, note study and listening reflection. Students who completed the activity correctly were eager to assist in the center rotation. Student who were struggling were eager to complete their task in the indiviualed and group centers because it captured their interest and provoked a conversation of musical terminology use in context.
In conclusion the many strategies discussed in this unit were most effective that is allowed the myself to recall of the different strategies an updated techniques used in the regular classroom which could be modified in the music classroom structure of limited time. |
5/1/2017
Topic:
Assessment of Learning
La Toya Wilson
|
An adaptive approach I have used in the music classroom are color coded notes in a power point to identify pitch, color coded desk bells and notes to read notation provided. In classifying and categorizing instruments I cut and paste pictures of instrument into color coded family boxes.student listen to a sound bank and circle timbre words to describe the sounds of a particular instrument. The assessments are Ongoing and Summative in the units of study I cover. At the beginning of each unit their is a brief pre-test in the format of a power point presentation and with a basic answer sheet provided and each student does a self check then a Post test at the end of each unit either written, verbal, or performance. |
1/11/2023
Topic:
Students With Disabilities
La Toya Wilson
|
I had a student with ASD. The issues I encounter were sporadic vocal nuances during instruction time; however, once we begin group activity my students would join in with her classmates to the best of her ability. So you can say during each lesson we worked on vocalizing to improve vocal pitch and accuracy of melodic phrases for simple sol mi songs. She struggled with playing simple instrumental melodic passage using notation. Her improvisation skills were expectational for her age and made her happy. She had difficulty communicating what she wanted or to help herself only if she was taught like a toddler socially connect with others in her class. Things I did to make life better for her while learning was provided her with partner for learning. Provided a special space in the class room where she and her partner to learn, sing, dance and perform on instruments together so the her experience was enjoyable and that some type of evidence was taken to show evidence of growth. |