7/13/2023
Topic:
Students with Disabilities
Mark Watson
|
I offered a beginning band class in a traditional high school for students who had previously played and quit or were interested in joining having not played in middle school. One of the students who joined the class wanted to play trumpet and had a visual impairment. At first I worked with the ESE team and paraprofessional to provide instruction on an auditory basis only or through large print materials. We found both methods to be less effective than we hoped so we secured funds to purchase and modify the student music book and sheet music to braille. |
7/13/2023
Topic:
Tools and Strategies
Mark Watson
|
The most frequent strategy I have used is small group instruction. We regularly divide students into groups based on a number of criteria including instrumentation, voicings, ability level, and at time mixed grade levels. All of these strategies are based on the ensembles' needs/goals while taking the individual student learners understanding and application into consideration.
Another strategy is the use of peer partners. When our ensemble rehearsals include sightreading, I will have music stand partners work together. Initially, without playing their instruments, students will scan the music together looking for, major musical signs, trouble spots, key musical elements, and repeated patterns. Eventually they will verbalize rhythms while fingering along on their instruments before actually performing the sightreading material. |
7/13/2023
Topic:
Assessment of Learning
Mark Watson
|
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.
While assessing student mastery of major scales, I have offered students multiple ways to "passoff" their required scales based on the method that bests suits them. On designated days we will perform in class, in front of others, any required scale of their choice. Students who wish to complete their scales individual in a practice room can do so either "live" or via recording. This provides students with opportunities to show proficiency based on their preparedness and gives them the time needed to process and perform. |