5/31/2017
Topic:
Assessment of Learning
Susan Packer
|
I was preparing a 5th grade class for a spring performance and one of the young cellists with ASD was unable to play entire measures in tempo. For his assessment, (the concert) we agreed that he would perform only the notes on beat 1 of each measure pizzicato. He was able to participate and contribute a very positive pulse that actually helped the ensemble. Additional accommodations included color coding the notes on the music to the tapes on the cello, writing in the names and fingerings of the notes and lots of one on one pointing to the music to establish where beat one occurred. To be honest, I think he pretty much memorized the pattern, but he felt very successful. |
10/23/2017
Topic:
Students with Disabilities
Susan Packer
|
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 girl who was severely hard of hearing enrolled in my strings class. I was very concerned that as a violinist she would not be able to play in tune with any degree of accuracy, but during the first year I put a series of colored tapes on the fingerboard and she was able to visually place her fingers on the tapes, coordinate that movement with reading the notes circled with the matching colors and play simple melodies with her friends.
She enjoyed the experience of learning to play an instrument, however this year she is taking an art class. |
10/23/2017
Topic:
Tools and Strategies
Susan Packer
|
In preparation for the Music Performance Assessment sight reading exam, I frequently present the opportunity of "playing a new piece" as a review of sight reading techniques for my middle school string students. They are beginning to feel comfortable with "task analysis " - we use the STAR system for visual analysis: S = sharps or flats in the key signature, T = time signature or tempo markings, A = accidentals not found in the key signature, R = rhythms (counting the rests and rhythms) , and S = signs which include dynamics, articulations, repeats, and endings, I teach in a small middle school setting (only 100- 6th, 100- 7th and 100- 8th graders) and we have band and drama....most of our students with disabilities would be on an IEP or 504 plan for extra time during test taking or organizational difficulties. Using this simple STAR plan helps those students to maintain appropriate pacing with their peers. |
10/23/2017
Topic:
Assessment of Learning
Susan Packer
|
I have had quite a few string students who break an arm or wrist and then are not able to play their instrument for 3-6 weeks. These students need to be engaged in what is going on so that when they can rejoin the class they are not behind. I usually assign a different "career role" to the injured student.The first job is "teacher" - I let the injured student sit with a peer who would benefit from having the injured student point to the music notes as we are playing, or circulate around "fixing" hand positions and posture.This year, I have a 5th grade cellist going to the principal's office once per week to give the principal a private cello lesson - the student is reviewing all the steps of posture/position and music reading skills while exposing the principal to just how much skill is involved even in the playing of Twinkle Twinkle Little Star. A second "career" is conductor - the student learns the basics of the beat pattern, the class is more fully engaged because it's a peer, and I get to see who can keep a pulse. Another job is "music librarian" or "historian" they get to file or read aloud or even narrate a program. Sometimes I let the injured student use my cell phone to record the "Best or the Worst" as the class is performing and we discuss what is great or can be improved. |