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Rachel Begleiter Posts: 3
1/23/2019
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For Kindergarten, I was assessing the students' ability to access their singing voice. The majority of the class were English Language Learners. For the assessment, I ask each student to sing the answer to this question: "What do you want for the holidays?" To help generate answers, I provided a paper with a variety of gift ideas for each student to choose from. This worked wonderfully for my students. Each student that struggled with generating an answer pointed to a picture, then they echo sang back to me. I was not only able to assess their ability to access singing voice, but I could also assess whether or not they can match pitch.
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Penny Bryant Posts: 3
1/29/2019
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I have many different assessments for my students. I have a new curriculum that is computer based and the interactive assessments make it so easy that the students love to participate even when they are being assessed. The show their knowledge of the music by playing, singing and using manipulatives.
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Tricia Buckstein Posts: 4
2/6/2019
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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.
I had a class of students with Emotional/Behavioral Disabilities. It was very difficult to teach them what needed to be taught while dealing with chairs being tossed across the room and the use of awful language. I did find that they enjoyed playing the keyboards that I had set up. Instead of giving them formal lessons and assessments, I would work 1 on 1 with them at their keyboards. They would be given an assignment and I would be able to plug into their keyboard so no other students could hear them. They felt more at ease to show me what they could do with no one else listening.
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Deb Merrill Posts: 3
2/11/2019
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I like the use of exit tickets for all students. They can be used in a variety of ways.....stories written down, questions answered by essays or one word answers, or pictures can even be drawn. This way the students can answer in whatever means works best for them.
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James Bonner Posts: 3
2/14/2019
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I had 5th grade a student who had suffered a cerebral stroke at a much earlier age. She could walk, but had a hard time speaking and couldn't use her left hand at all. When testing, I used a PowerPoint to display the test items with multiple choice answers. I asked all students to give responses with hand RIGHT signals, 1-2-3-4(5) for the answers. This was a way of assessing knowledge that my stroke victim could use without singling her out in any way. Also, assessments were spread out over the course of the lesson (chunked, as it were) in order to avoid fatigue for my special friend.
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Leon Carson Posts: 3
2/16/2019
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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 a student with a disabilities needs.
Tiered Lesson using task cards and a Learning Center of the e-learning type. I teach at a school that has a gifted and general education populations and tiered lesson cards seem practical for my situation. Front-loading on-level, below-level, and advanced-level lesson content on cards for both general education and my gifted populations should improve pacing and engagement in my classes. The second idea, which is brilliant, is to use iPads on a table to create an eLearning center for my students. One site I have in mind is MusicTheory.net, specifically the fretboard identification exercises. A five-unit iPad lab will work sheer magic for my music program.
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Leon Carson Posts: 3
2/16/2019
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Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
I have a student with a physical impairment, and he has difficulty using standard furniture designed for the instrument, such as a footstool for guitar. Two options that could benefit this student are adaptive or special furniture and an accessible workstation. The second option that could potentially benefit this student is for lack of self-control, I could establish an increased opportunity for movement. I could also provide an individual setting or one-on-one environment for this student. Both options are potentially beneficial for my student.
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Frank Nettles Posts: 2
2/18/2019
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a student who had 5 missing fingers between his 2 hands. I got him an adaptive recorder, which means we had to learn alternative fingerings for notes. Using the Recorder Karate system, I modified his songs to use only 2 of the three notes (until he became more proficient with using multiple notes). This kept him on pace with his peers, gave him elements of success, and was a motivator to practice harder to learn the fingerings for playing the song in its entirety rather than an adaptive version of the song. Once he felt the success, it fueled his desire for more success.
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Renee Cartee Posts: 5
3/3/2019
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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.
I have a class with several ADHD students. In this class we are learning the recorder. Although, it goes with saying to all students, these students need step by step on where to place fingers/hand and frequent reminders of how to focus their air. I do a lot of story or pictures for them which serve as an anchor to those learning goals. I do use preferential seating to set them up for success and I chunk pieces of music to more doable pieces to assist. Additionally, I have students peer/share and move to another student often to play for each other -this gives the moment that is needed to re-focus. I also us response or exit cards to help with these students assessments because I find that in the large group it might be difficult to show me how well they comprehend, but, when I ask them about the goal of the day with a picture/ward association it increases their progress to the next time I see them!
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Janine Schenck Posts: 4
3/4/2019
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities:
I have a student with Selective Mutism who, for many months, would not make one sound during music class. Most of my assessments are frequent and ongoing, but as this child was silent, I could only assess visually what he was doing. At first, he would not participate, then he would sit and stand when I asked the class to do so, but not include the motions to the songs. Right around Christmas he started participating in the movements but would not sing. He was the last child in the class whose voice I had not assessed. Most of my other students were eager to sing solos. I started changing seats around, putting my stronger singers near him but also making sure that those who stood next to him were not overpowering. Then I had students echo sing by threes, so three children would echo a melodic pattern. He participated, and the very next class volunteered to sing on his own.
The adapted assessments I used were adequate time and grouping for a cooperative learning environment.
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Lillie Gelfand Posts: 3
3/13/2019
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a student with two missing fingers on her left hand. When we begin the recorder I allowed her to use her right hand to play the notes B, A and G which usually use the left hand. As we moved ahead with learning more notes that required use of the bottom half of the recorder she was able to adapt by using her pinkie finger on the right hand for the first hole and then adapted with her other fingers to cover additional holes on the recorder. I never hesitated in helping her with coming up with ways to adapt so she could play the songs the class was playing. She did an excellent job and was very successful on playing the recorder.
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Jana Burton Posts: 3
3/15/2019
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An alternate assessment used in the fine arts classroom for students with disabilities:
I had a student who struggled with dictation. The student was auditory but struggled to put what she heard onto paper. I discovered, she could play back any melody given on a keyboard instrument. I would have her write with the rest of the class, but pull her in at another time and she would play her dictation back to me. She understood that the writing was to make the class less disruptive, but it was also a way for me to see if the skill of transcribing was becoming more successful.
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Denise Jenkin Posts: 4
3/19/2019
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I have had a student with cerebral palsy who could not read or write well, but I would read the test and then write his answers for him, and he did very well with this accommodation.
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Nancy Andrews Posts: 7
3/24/2019
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a blind student in my 4th grade music class. For some of our sight reading activities, she "echo's" the patterns instead of reading them by sight. It is a different form of sight reading but has been affective in class. At times she will come very close and read the notes, but the auditory test is much easier and more comfortable for her.
Nancy Andrews
Elementary Music Educator
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L F Posts: 3
3/25/2019
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On assessments I have sometimes sung along with a student who is playing to offer support. The student still plays the unit test, but has some level of accommodation/support. These would be students who are slow learners, or are socially less developed than others (lacking confidence or skills needed to interact well or to take calculated and beneficial risks).
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Michelle Taylor Posts: 3
3/25/2019
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I have students in some of my classes who struggle to see the board when I use overhead. Some i have moved their permanent seat to be closer to the board. for some this is not close enough so in one class i have foam squares that one group of students are allowed to sit on for group work so that one of their members can see the notation or instructions with ease..
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Chad Heyer Posts: 3
3/26/2019
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I recall a student with motoneuron impairment that made writing difficult. As the class was working on notating pitch I had a large staff printed and cut out note heads that allowed him to complete the task and demonstrate mastery without the use of a traditional pencil and paper.
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Carrie Bailey Posts: 3
3/29/2019
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When teaching recorders, I have found that students are more successful when they work with other students to master a song. It especially helps my ADD students to have a peer work with them on a song. While I am working with or testing students during class, assessing the students' proficiency for a song, I have my advanced students listen to and work with those students who have trouble with their focus while waiting their turn.
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Ian Peacock Posts: 3
3/29/2019
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In a current class at my school we have a child who is mute. When we are assessing the students on singing or repeating rhythms he doesn't speak but he uses paper or a white board to write the rhythms so that he can show mastery of understanding. His assessment is different than the other students but he is still showing mastery of the subject and required task. It has actually prompted my co-teacher and I to incorporate more melodic and rhythmic dictation in our classroom. By doing the alternative assessment we have opened the whole class to a new skill.
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cynthia novak Posts: 3
3/31/2019
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I have several students with autism and I have incorporated sketchbooks that they work in to s how their progress over the semester Each one has a particular schema they rarely deviate from, but we try different approaches-examples: shapes one time, intensity of color, color combinations and scale. These are a perfect form of formative assessment because they not only create a long term record of drawing, but also are easy to incorporate discussion on how they makes choices and what they like best, etc
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cynthia novak
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