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Davis Joyner Posts: 3
1/29/2022
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I had a student with down syndrome in my theater class that was absent a lot due to medical issues and treatments. We were able to set up facetime mini-lessons during my planning. I was also able to keep in contact via email with her mother. She would send work and videos to me when she was able (a few responses from her hospital bed). This allowed her to keep up with the rest of the class, as well as lift her spirits during long stays. The best part was it was before covid, so i felt like an expert when we went virtual.
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Wayne Steadman Posts: 3
2/7/2022
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I'm really interested in using the TASK CARDS for Tiered instruction. I'm teaching my 7th grade class to run a theatrical production which involves each student learning to call a technical rehearsal as a stage manager, an assistant stage manager, a light board operator, and a sound board operator. Printing procedures and their sequence of implementation would be helpful for students to learn what is expected in each job to be performed when running a technical rehearsal from opening the house at half hour and beginning the show to final curtain and house lights up. Ounce students understand the procedure for each job, I could enhance their understanding of the sequence of setup by breaking down each step on a single card and have them arrange the sequence in small groups.
Another strategy I could incorporate is the use of The Cornell Note-Taking technique to help 6th grade students learn theatre vocabulary. This would be useful in learning the types of tools used in the shop and how they are used. They could use this strategy to learn the different types of theatres and other theatrical terms. I find that many 6th grade students do not know how to take study notes. The Cornell Note-taking strategy would enable students to have a differentiated strategy to take notes from which they can study. The simple practice of writing down the concepts extends the learning process physically into their body and mind. I would need to be mindful of students with writing difficulties so that would need to be monitored to make sure all students are capable of this strategy. If that is the case, I would adapt the practice to help struggling students.
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William Albritton Posts: 3
4/6/2022
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I had a student with sever anxiety who wanted to do the work but ... just couldn't perform in front of people. I allowed the student to record a video of their performance and submit the video.
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Lissette Merlano Posts: 3
5/9/2022
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I highly encourage students in my middle school theatre classes to use the app "Run Lines With Me" with particular attention to students with ADD/ADHD. I have had students use it to work on lines for various performances, and it allows students who would otherwise struggle to memorize lines to study their lines in a focused environment.
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Jeff Grove Posts: 5
5/16/2022
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I had a student in Theatre 1 whose extremely limited English skills - a true beginning English language learner in high school - were exacerbated by the debilitating effects of ongoing cancer treatment which affected everything from physical mobility to focus and concentration. His parents had obtained a translation device for him, and we worked on various ways to use it for note-taking, line-learning, contributing to discussion, etc. At one point he thanked me for allowing him to use it, and for helping him to apply it in different ways. However, he said that he was having trouble in some classes because other teachers refused to allow him to use the device on many tests and assignments, fearing that he would use it to cheat in some way. I approached our school's administration about this, and we used a double-tiered intervention with those other teachers, where the administrators told the teachers that the student was entitled to use the device on any and all assignments, including tests, and that I was willing to share some of my experiences with the student if they wanted to have a colleague who could serve as a sounding board for integrating the device into instruction. The student turned up in my Theatre 2 class three years later as a senior, still learning some of the finer points of English, but showing much greater skills than before, which he used to take even bigger steps in his theatrical performances.
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Jeff Luty Posts: 5
5/24/2022
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I have used the two column note graphic organizer regularly for many years as a way for my students to write their daily bellwork/theatre vocabulary word. It really helps them when it comes time to study for our weekly quizzes, using the folding the paper method to study. I must admit that I have never uses the “Summary” option at the bottom of the page (it was not taught to the staff when we were first “required” to implement graphic organizers as part of a past administrator’s requirement), but I see how it will be beneficial to the students to summarize the definition in their own words.
I am looking forward to using more technology in my classroom next year as our district is moving to the “One Device” program, where all of the students will receive either a laptop or tablet. I plan on trying the “E-Learning Center” idea that was discussed in this chapter, as it will allow the students to follow along to a topic at their own rate, and also be able to review the lesson at home whenever they need to.
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Steven Tuley Posts: 3
6/10/2022
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
- I had a student on the Autism Spectrum in a Theatre 1 class. She was terribly reluctant to be socially interactive, which in a Theatre class is challenging. But she loved to be researching things on her laptop. So when group assignments came around, I would try to put her in a group where her main group role could be done on her computer. I would have her research background on plays and playwrights, original productions, etc. She was a whiz at powerpoint. She had no problem presenting her research in front of the whole class, she just couldn't carry on a conversation with them.
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Steven R. Tuley
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Becky Pusta Posts: 3
7/8/2022
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I had a student on the Autism spectrum who was unable to perform monologues by himself. He was successful in ensemble work but much too uncomfortable to present the monologue work he was rehearsing in front of me and his classmates. I had him come after school and record himself performing his monologue on his phone, using my tripod and cell phone attachment, in the performance space while I stayed off stage. He then allowed me to give him feedback (positive & constructive) so he could continue to work for a second performance. Eventually, after recording a second performance the same way, he allowed his classmates to watch his final performance on their individual phones, and appreciated and enjoyed their feedback, both positive & constructive. This helped improve his comfort level ensemble work as well.
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Joe Sniegocki Posts: 3
7/10/2022
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Option 1: 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 the needs of a student with a disability.
I have not considered using a sematic diagram in my classroom. I have used a sematic feature analysis, but not a diagram. This year I am going to try the idea of using it to mark the steps used in working with different tools when we do our stage craft unit. That way they can track the cycle of how to perform the steps while being able to allow me to see that they can communicate the steps. The story board I have used before but looking at it today gave me a great idea to use it to identify the parts of a play. Students can identify the exposition of a play and include a picture and a description of the exposition. This will engage the students with analyzing the play, associating a strong image, and writing out a correct summary of that part of the play. They can use the assignment as a pre-writing activity for creating a summary of the play in paragraph form.
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Jenny Sejansky Posts: 2
7/16/2022
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Over the years, I have taught several students with varied disabilities. I have never had any student, so far, that had severe mental or physical disabilities that kept them from being active in my program. I am blessed with students who are loving, kind and helpful with each other to begin with. But when they are with students with disabilities, the light from their hearts is blinding. One student had Asperger's Syndrome. His disability prevented him from writing, so he did all of his assignments on the computer. He also had a hard time keeping his answers to a minimum, so I would often have him provide his answers verbally. This kept him from going into too much detail in his answers. This child loved being on stage. Because of his autism, he would forget that "live performance" meant "strangers in the house". He would be fine in rehearsals, but as soon as we had an audience, he would freeze. But with help from his friends, he would be reminded of cues and staging with gentle prodding or guiding him by the arm to wherever he needed to be. After this happened a second time, he got so upset at himself and became quiet. He even refused to play his favorite improv games and told me he didn't think he could do Theatre anymore. I asked him if there was anything else he'd like to try before giving up. Was there anything besides performing he'd like? How about lights? He wasn't too sure this was for him but he agreed to try. My class is actually a small Theatre equipped with a lighting board and a sound board. As soon as I turned the board on, I showed him what the Master does, what the Black Out key is for and how it's used. I showed him how to dim the lights and fade to black. I showed him how to mix colors and intensify brightness, etc. The next day, he walked into class and went straight for the lightboard. He turned it on, sat down and started finding specific areas to light. He practiced following actors around the stage with lighting. We sat together and wrote down which lights hit specific parts of the stage. We created a color chart. I asked him to describe how color conveys meaning and helps to enhance what the actors are doing on stage. Within three days, this student had-gone from wanting to leave Theatre to joining our Theatre Tech club! His form of autism causes him to be super- specific, which is why short answers elude him. This attention to detail actually helped him in creating beautiful lighting plots for all of the acting scenes being presented in class. This new-found confidence also got him back on stage playing his beloved Improv games with his friends. He is not the only student with memorization problems or social anxiety. The use of a lighting board or any of the technical aspects of Theatre can be useful in helping students thrive, succeed in and love Theatre. Being involved in Theatre and all it has to offer can be the key to unlocking talent and a sense of accomplishment in a students with disabilities.
I hope I have answered this question correctly. As an acting teacher, I try to incorporate tech into our in-class performances as often as I can.
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Jenny Sejansky
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Nancy Oukasse Posts: 3
9/7/2022
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Options 1 and 2: I teach dramatic analysis, history of theatre, acting and directing and help my students use several of the suggested strategies. One of my students with difficulty remembering the Aristotelian elements of drama in the order of importance used the Letter Strategy. For Plot, Character, Idea, Language, Music and Spectacle, she created the acronym President Clinton is Licking Monica's Stomach. Even though that was slightly inappropriate for her age, it very much stuck with both her and the abled students in the class. She was on the Spectrum and had difficulty memorizing details. By creating the acronym, she never ever missed the order of these elements and I use it to this day to help all of my students remember them. The second strategy I like to use are the guided notes. Because my high school students are preparing to study theatre in post-secondary institutions, I use guided notes to help them digest the lengthy lectures on the history of theatre, broken into relative units. One of my students had difficulty organizing his notes because he struggled with writing and needed an assisted device. He was LD and was language and speech impaired By giving him the notes with blanks as well as a word bank, he was able to follow along with the lecture and fill in the necessary material. Had I not provided this option for him, he would have not taken notes at all and would have had difficulty with the assessments as they were performance assessments showing what we had spoken about in our lectures. In this way I used technology (his laptop and a google document) for him to organize his notes.
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Latoya McCormick Posts: 2
11/14/2022
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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.
We recently held auditions for our winter musical Frozen. I have a student with a reading disability. Her mom sent me a message that she really wants to audition but she's afraid to do the cold reads because she doesn't really understand the first time through or she needs help with the words. I sent the student home that Friday with copies of scenes she wanted to audition for so she would be comfortable in front of everyone on Monday. The other students don't know and she felt very secure.
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Helen Garcia-Valdez Posts: 3
11/25/2022
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Fine Arts educators (choose one):
- 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 the needs of a student with a disability.
I frequently include the Strategy of Cooperative Learning in my Visual Arts class as it increases student participation, makes for a positive class climate, encourages team building, social skills and student achievement. We commonly use Rally Robin as it is versatile and easy to use with ESE and all my K-5 classes. In this activity, students "take turns responding orally and state responses to a given question(s) in pairs" Students have an opportunity to consider a question and are given think time before they share their responses with a partner. All students have an opportunity to participate, all voices are heard and there is ownership of teaching and learning the lesson. We like to have a “Popcorn” time for whole group discussion. A few of the benefits are engagement and attention to the task, peer interaction, personal accountability and decision making.
The other strategy I regularly use is Technology- I love using Google Slides on my promethean board. It captures attention and helps my students see, hear and interact with the art. I have successfully used MoMA YouTube Clips series “The Way I See It” to introduce art. Our first was a piece of art by Morgan Russell. In this episode of "The Way I See It," actor and comedian Steve Martin looks at paintings by two early pioneers of American abstraction and takes us on a journey of seeing—shape and color transform into mountains, sky, and water. This has helped my ESE students have a model for their own Rally Robin cooperative strategy. My ESE students were able to see, think and wonder successfully with scaffolding. We used these duo strategies as introductions to various pieces of artwork. The predictability has helped them engage better in cooperative learning.
The Way I See It:
- What do I see?
- What do I think?
- What do I wonder?
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Michele Edge Posts: 2
12/2/2022
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- 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 the needs of a student with a disability.
I have definitely used both Guided notes AND semantic maps in my classroom. Both are organizational for those who need it, as well as helpful to lower levels. These have been helpful to a student with a slight visual disability in my class - he wears glasses to correct his weaker eye and he is better able to see and understand notes when they are broken down and chunked into smaller pieces for him. These are too elementary for some and too advanced for others, but at least everyone has all the same information.
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Audrey Schmidt Posts: 3
12/21/2022
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One of my students is legally blind. So for musical theatre it was very difficult for her to read the small print on the music scores. Working with our vision specialist we found an awesome tool that digitally magnified that score for her and allowed her to still view the music as a whole. The only tricky thing was reminding her to charge the device before every rehearsal so that the battery charge would last the whole rehearsal period. The discovery of the devise ended up helping her in all of her classes and is now something she uses every day.
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Jennifer Wills Posts: 3
12/22/2022
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- 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 the needs of a student with a disability.
When teaching costume design or directing, I have students who have difficulty with drawing and visualizing their ideas. l frequently provide choice charts (differentiated assignments) for students when it comes to unit assessments. This enables them to choose a project that is interesting, challenging, and provides opportunity for success. In fact, for almost every project I also include an option that utilizes technology (I'm a big fan of using Padlet for vision boards). I feel like this also qualifies as a cubing strategy, as sometimes the choices will allow them to explore a topic from multiple perspectives. This is essential as theatre is very subjective, and I want the students to feel comfortable expressing their opinions (which is important for developing social skills).
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Lannys Suarez Posts: 3
1/26/2023
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Last school year, students were working on mini scenes from Hairspray the Musical. My initial approach was to give students a printout copies of their respective scenes. However, I had 2 students who required accommodations due to their learning disabilities. I gave the students 2 options… Option 1 was a digital version of the script that allowed them to change the font size and color. Option 2 was using a platform called Speechify. Speechify is a text to speech reader that worked well with one of the students who had dyslexia. While the rest of his group used paper scripts, the student was able to play back his parts from his cellphone. Not only did this help with reading, but it helped him remember his lines from the script.
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Jerry Young Posts: 3
1/26/2023
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Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your 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 a small microphone/amplifier which is connected to my Promethean board which has helped a student who has partial hearing loss. Not only does the microphone/amplifier assist the student with hearing loss but it also encourages not as much chatter among the other students in class particularly when I am delivering instruction.
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Stefanie Manning Posts: 3
2/1/2023
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- 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 the needs of a student with a disability.
Graphic organizers can be used in my classroom in many ways. Story maps can be used to help students who need visual representation outline the plot of a story. It can be especially helpful for students with processing delays or ADHD to organize their thoughts on paper. Semantic maps can be used for identifying elements of a drama, or for identifying different props within a play.
Another strategy I could implement into my classroom is mnemonic strategy. Letter or keyword mnemonic strategy can help students who have difficulty memorizing lines remember what comes/happens next.
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Stephen Covert Posts: 3
2/2/2023
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these seem like great ideas for how to create a more inclusive and welcoming environment for a mixed ability-level music classroom at a variety of grades. Stefanie Manning wrote:
- 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 the needs of a student with a disability.
Graphic organizers can be used in my classroom in many ways. Story maps can be used to help students who need visual representation outline the plot of a story. It can be especially helpful for students with processing delays or ADHD to organize their thoughts on paper. Semantic maps can be used for identifying elements of a drama, or for identifying different props within a play.
Another strategy I could implement into my classroom is mnemonic strategy. Letter or keyword mnemonic strategy can help students who have difficulty memorizing lines remember what comes/happens next.
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