7/13/2023
Topic:
Students with Disabilities
Jeannine Krieger
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Last year I had a student who had blindness. One day I had the class read and play 16-beat printed rhythms. For my student with visual impairment, I had her play a steady beat on the drum, emphasizing to the class that she was keeping the steady beat for us. She very much enjoyed keeping our beat! When we played recorders on other days, her para helped her with fingerings, and then I worked with her one-on-one to teach her some songs by ear. |
7/13/2023
Topic:
Students with Disabilities
Jeannine Krieger
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I love the rubber O-rings on the recorder idea! Tammy Voodre wrote:
A couple of years ago. I had a student who not only was diabetic but had limited vision in his eyes. First of all, I have to say he was a inspiration to us all. He worked harder and never had an excuse for not learning or achieving in my music class. During the unit on recorders, we had his music enlarged so that he would be able to see it without squinting. Through the school system, we had someone place rubber O-rings on his recorder for each of the seven holes so he could feel the placement on the recorder better. This gave a him a landing mark for finding the holes and this seem to worked well for him. I also had him sit close to the front of the classroom and assigned a peer helper to help guide him during our class time just in case he had a question. I would also give him one on one instruction when possible.
edited by Tammy Voodre on 4/17/2016
edited by Tammy Voodre on 4/17/2016 |
7/18/2023
Topic:
Tools and Strategies
Jeannine Krieger
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I like the idea of cubing, which I had not heard of before. Although the suggested implementation is to use Bloom's Taxonomy, I think I'd like to use 6 elements (or concepts) of music such as melody, rhythm, dynamics, volume, tempo, timbre. When listening to an excerpt, the cube could be used to help students identify those (or some of those) characteristics. Students who have a disability could be given a cube choice that best meets their needs for a challenge without being overwhelmed.
Another idea I could implement in my classroom is the use of task cards with 4-beat rhythms. The rhythms could be of varying difficulties, and students could use them to create their own melodies on recorders or Orff instruments, or simply play the rhythms on unpitched percussion instruments. Students who need simpler rhythms could be assigned those simpler cards, while students who are gifted could be given a challenge, such as a blank card, and they have to create their own 4-beat pattern using given criteria.
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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7/18/2023
Topic:
Tools and Strategies
Jeannine Krieger
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Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have used Boomwhacker play-alongs on the smart-board with students who had disabilities and students who did not. One kindergarten boy with Down Syndrome eagerly whacked away with help from his paraprofessional who is a musician himself and could help him. I have also utilized Google Classroom by posting songs so students could learn them or review them at home. One boy with giftedness specifically requested a particular song be posted, so I posted that for him. |
7/19/2023
Topic:
Assessment of Learning
Jeannine Krieger
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Option 2: I had a student with blindness this past year, and when I assessed the students on playing excerpts on their recorders, I worked with her one-on-one to help her learn the part aurally with extra practice. I then was able to assess her individually, much like the other students. In the future, I'd like to learn how to use Braille equipment to teach and assess her reading of notation. I could then not only assess her recorder playing, but could also assess her understanding of rhythm reading.
- 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.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
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