6/29/2023
Topic:
Assessment of Learning
Eloise Evans
|
I had a student with autism who was gifted at the piano but learned primarily by ear. Her final exam was to accompany the musical theatre class singing "We Are the World" in our final showcase. She created her own arrangement to which the class sang and performed choralography. She created the arrangement by listening to the original recording on YouTube. |
6/29/2023
Topic:
Assessment of Learning
Eloise Evans
|
I had a student with autism who was gifted at the piano but learned primarily by ear. Her final exam was to accompany the musical theatre class singing "We Are the World" in our final showcase. She created her own arrangement to which the class sang and performed choralography. She created the arrangement by listening to the original recording on YouTube. |
6/29/2023
Topic:
Assessment of Learning
Eloise Evans
|
I had a student with profound disabilities due to Cerebral Palsy. She got around by wheelchair and communicated by a computer voice device. She spoke by typing words with her eye movement only. She participated in a number of improvisation activities by typing several canned responses which could be used at appropriate times in scene work. Her timing was impeccable! My directing student pushed her wheelchair to follow blocking and choreography. She wrote a monologue about what it was like to have cerebral palsy and be ignored by people who would only speak to her aide and didn't speak directly to her and make eye contact. When she performed the monologue by computer voice device at our final showcase coffee house, the student received a standing ovation. I'm still in contact with the student whose mother is making a documentary about her school experience. |
6/29/2023
Topic:
Assessment of Learning
Eloise Evans
|
Richard De Spain wrote:
Have frequently used oral and visual assessments rather than written when the student have a physical or emotional issue which prevented them from communicating successfully in writing. It works extremely well in a theatre environment |
6/29/2023
Topic:
Assessment of Learning
Eloise Evans
|
Richard De Spain wrote:
Have frequently used oral and visual assessments rather than written when the student have a physical or emotional issue which prevented them from communicating successfully in writing. It works extremely well in a theatre environment
In theatre, the active presentation of written or improvised ideas, I think oral and visual assessments are the way to assess not only students with disabilities but all general education students. |
6/29/2023
Topic:
Assessment of Learning
Eloise Evans
|
Richard De Spain wrote:
Have frequently used oral and visual assessments rather than written when the student have a physical or emotional issue which prevented them from communicating successfully in writing. It works extremely well in a theatre environment
In theatre, the active presentation of written or improvised ideas, I think oral and visual assessments are the way to assess not only students with disabilities but all general education students. |
6/29/2023
Topic:
Tools And Strategies
Eloise Evans
|
One of my theatre tech students with oral/written language disorder and specific reading comprehension deficit was having difficulty drawing his set design. We tried working with Google Sketch up but he had difficulty navigating the program. He was a video game enthusiast, so I allowed him to create his set as an environment in one of his favorite games.
I had another student with profound disabilities due to cerebral palsy. She used her computer/voice interface controlled by her eyes to improvise, create character journals, write monologues and perform monologues. She also participated in partner work and class discussion with the same interface. |
6/29/2023
Topic:
Tools And Strategies
Eloise Evans
|
Rebecca, I had a student with ADHD who used headphones to create an environment that allowed him to rehearse lines or study vocabulary without being distracted or off task. Another student with social anxiety used headphones to create a safe space for her to calm herself until she was ready to rejoin group rehearsal or discussion. Thanks for the tip to help students with dyslexia using clear colored folders - I will try that next year!
Rebecca Lima wrote:
I am responding to Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom.
One way I have used technology to assist my student with autism is headphones. He enjoys music but experiences extreme tension when the classroom becomes noisy. We discovered that while wearing the headphones, he is still able to hear my voice, give a thumbs up if he understands and the headphones minimize the level of distracting and/or irritating noise for him. Another student was a middle school girl with dyslexia. The school psychologist said that different colors over text would clear up some reading for her. I bought some clear folders in a variety of colors. She did not see a difference with dark colors but lavender and yellow helped a lot. I gave those to her as well as a yellow highlighter.
I have also created a computer learning station. Students are allowed to do research for composers and create PowerPoints, access the Music Theory website for practice or write song lyrics in Word instead of on paper. They love the independence. |
6/29/2023
Topic:
Students With Disabilities
Eloise Evans
|
I taught a Theatre I student who was deaf. The class was presenting a choral recitation of the Preamble to the Constitution of the United States of America during a "Remembering 9.11" coffee house showcase.My student taught the hearing class to sign the recitation while they spoke aloud. My student spoke aloud as well but was not graded by inflection or enunciation, but by sign fluidity and leadership. My student was not only accommodated but challenged in her leading her classmates in speaking her language, ASL. All the students benefited by this accommodation and assessment, as did our audience. |
6/29/2023
Topic:
Students With Disabilities
Eloise Evans
|
Sherilyn, great idea tying group work and movement to memorization! It make performances more interesting and can help with learning concepts. For musical theatre, I loved using "Sing Legato" which sings the musical concept being learned. Tying in a conducting movement with the sung concept is really effective!
Sherilyn Bryan wrote:
I had several students in my musical theatre class with intellectual disabilities. They were challenged with memorization and speech. We found that performances with physical movement worked to their strengths. We also found that working in a group and following along with others also worked to their strengths. Additional rehearsal and developing routines helped them to collaborate and perform with their group. |
6/29/2023
Topic:
Students With Disabilities
Eloise Evans
|
Sherilyn, great idea tying group work and movement to memorization! It make performances more interesting and can help with learning concepts. For musical theatre, I loved using "Sing Legato" which sings the musical concept being learned. Tying in a conducting movement with the sung concept is really effective!
Sherilyn Bryan wrote:
I had several students in my musical theatre class with intellectual disabilities. They were challenged with memorization and speech. We found that performances with physical movement worked to their strengths. We also found that working in a group and following along with others also worked to their strengths. Additional rehearsal and developing routines helped them to collaborate and perform with their group. |