6/4/2016
Topic:
Assessment of Learning
John Parris
|
Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities: I had a student with Visual Impairment in my Music Theory class. For alternative assessments, we used special software to convert standard music notation into Braille music notation for some of his assignments and quizzes. I used verbal and aural methods for questioning and quizzes, rather than written ones. |
6/4/2016
Topic:
Tools and Strategies
John Parris
|
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: for a student that was Visually Impaired my Music Theory class, we used special computer software to convert standard music notation into Braille music notation for many of his assignments. |
6/4/2016
Topic:
Students with Disabilities
John Parris
|
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student: I had a student in my Music Theory class that had D/HH in both ears, but especially in her left ear. I had her sit in the very front of the class on the extreme left end of the row, so she could hear instruction more clearly through her right ear. I also had her wear headphones for listening exercises, where she could control the volume and balance of the musical examples we were studying. |
6/4/2016
Topic:
Students with Disabilities
John Parris
|
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
No. 1: I had a student with an Intellectual Disability in my Guitar class. I often used Chaining with him, breaking the guitar ensemble parts into smaller steps and providing additional learning time. I would break his music down literally into partial measures or sometimes even just one beat or one note. When he mastered that, we would add the next beat or note. I also used peer partners to help him in this way. It was a slow process but he was able to learn the music and participate in performances along with the rest of the class. No. 2: I currently have a student with Orthopedic Impairment in my guitar class. He is only able to press down the notes with the first finger (index finger) on his left hand. Thus, he is only able to play one note at a time and cannot play chords or multi-voiced textures. Using Differentiated Instruction, I have him learn just the single-line melody notes of a solo piece (accompanied by a peer playing the additional notes), or just the single-line melody notes of an ensemble work so he can have a similar performance experience with the rest of the class. |
6/4/2016
Topic:
Students with Disabilities
John Parris
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom: I had a Visually Impaired student that was completely blind but an exceptionally talented musician. We used a special computer software that translated standard music notation into Braille music notation. This allowed him to read the music along with the rest of the class and be exposed to the same material and expectations. |
6/5/2016
Topic:
Assessment of Learning
John Parris
|
Option 1 - provide describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom: I currently have a student with Orthopedic Impairment in my guitar class. He is only able to press down the notes with the first finger (index finger) on his left hand. Thus, he is only able to play one note at a time and cannot play chords or multi-voiced textures. Using Differentiated Instruction, I have him learn just the single-line melody notes of a solo piece (accompanied by a peer playing the additional notes), or just the single-line melody notes of an ensemble work so he can have a similar performance experience with the rest of the class. |