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Kenneth Solomon Posts: 2
6/29/2020
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An adapted assessment I have used is having students research about at the composers music we are learning via YouTube documentaries in jazz. My young jazz musicians at first just wanted to play the music and not connect to the music as intended by the composer. When we researched the composer the student got a better understanding of what the composer was dealing with in his life at the time hence giving them the motivation to compose the piece of music. Once the students understood more of the history of the composer they were able to draw more emotion out of the music during class, rehearsal and performance.
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Bradley Esau Posts: 2
8/5/2020
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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.
I've had a student with a visual impairment. This made reading music at its normal print very challenging. I expanded portions of the music and posted it to cardboard for the student. Therefore, the student was able to sight-read a piece of music effectively without having to =put undue strain on their eyes.
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sarah.harris Posts: 3
8/10/2020
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Option 1:
I had a student who had a really hard time writing. He was given a laptop (IEP) to use to do classwork so when we had theory work, I had him complete a comprable assignment that was online via his laptop instead of having to write answers/draw music notation.
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Christine Barrette Posts: 4
8/11/2020
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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.
I recently taught a student undergoing chemotherapy for leukemia. She had a 504 plan and was often hospitalized and unable to come to school. To help her stay on track I created sight reading assignments for her using a website I could upload and use as an app in Canvas. Whenever she was absent, lessons were posted for her on Canvas. She was able to make recordings of her sight reading exercises, rhythm exercises, and solo work then upload her video submissions.
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Andre Dubas Posts: 3
8/15/2020
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In the case of an autistic student who is being asked to perform a very specific task in a very specific way (for example: play a major scale 2 8ves, using eighth notes at mm=90, staccato ascending, legato descending), you could have him show the fingerings (or finger pattern), name the notes, play it very slowly and gradually increase the speed, have the teach name the next note followed by them fingering it, then playing it.
This approach would make the task less overwhelming to the student, and more "doable".
You could make a game out of it, where every correct note or fingering is a point. This would make it fun and challenging for the student.
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John LaSpina Posts: 2
9/28/2020
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I have had many students with 504 plans for ADD or ADHD. These students have difficulty focusing and staying focused on one concept of learning for an extended period of time. They are often distracted and try to distract the students around them. One student in particular was asked to perform the national anthem in front of a green screen while being videotaped with a singing microphone after much practice. This student was ready and prepared but was distracted by any little thing, and he could not get through the song. So, I "chunked" the song for him and used the editing program to blend it together seamlessly. The student observed himself singing the whole song when it was edited and built up confidence! The student sang the National Anthem in 5 separate parts taking breaks in between. It worked, and I must say with amazing results. After, the student wanted to try to sing the song combining the 5 parts singing it in 3 parts then in two parts and eventually all at once. It was a great way to show the student that he could do it by breaking a seemingly impossible task into chunks. He built up confidence and actually tried to overcome his disability by focusing when he "knew" his distractions were coming on. I know he walked away with a skill that he could use on his own, and I was excited that it worked and could now use this chunking skill with others.
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John J. LaSpina
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Erin Boone Posts: 2
10/22/2020
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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 allowed a student to submit a video of themselves performing a selection instead of performing it live in front of the class. This worked for a student with social/behavior disabilities.
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Michael Zelenak Posts: 3
11/24/2020
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I taught a keyboard class which had a variety of students with special needs. At the end of each card marking period, I would have the students perform a piece of music as part of their summative assessment. There was one student with Asperger's Syndrome in this class. This student was a hard worker but not willing to conform to class expectations. For the performance test, I asked the students to choose between two recommended pieces. This student was adamant about performing a third, and more difficult, piece. To accommodate this student, I allowed the student to perform the third piece rather enter into a confrontation with the student. In the same class, I had a Down Syndrome student. To accommodate this student, I simplified my assessment rubric from 5 points to 3. With a simplified rubric, this student was able to understand the results of my assessment and the feedback I presented. The rubric clearly identified elements that she did well, elements that were satisfactory but still needed some work, and elements that needed her full attention.
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Brian Rorer Posts: 3
11/29/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Students who have anxiety with performing alone, I have the option for submitting playing exams through Google Classroom or FlipGrid. Students recording their playing exams and submit them privately to me.
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Janani Shanmuga Posts: 3
12/21/2020
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One example of an adapted assessment I have successfully used in my classroom for students with disabilities is the option to write out note names, solfege of melodies, and rhythmic counts instead of producing them audibly. This has helped students who aren't able to sing different pitches or simply don't feel comfortable producing the sounds because of not understanding that part (pitch changing). This has not only helped students with disabilities, but it has helped all students. Students who may not be able to properly sing a melody by changing pitch can still show the mastery of the concept by writing out the solfege. This shows they are still able to determine if a melody goes up or down.
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John Howell Posts: 3
1/3/2021
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I recently taught a student who had difficulty maintaining attention. He also had limited impulse control and would act out when he became frustrated. Giving preferential seating in an area that limited external distractions and was closer to the teacher was very helpful. He was better able to remain focused on the task and I was nearby to observe when he was becoming frustrated and I was able to move to calm him. Having consistent routines and procedures also helped him to know what to expect and what was expected of him.
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Amy Joy Posts: 3
1/8/2021
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I have a student who needs support with fine motor and uses an assistive device in the homeroom classroom rather than writing answers by hand. In a written assessment I gave that assessed recall and understanding of the lyrics of the "Star-Spangled Banner," I allowed him to give answers verbally rather than writing them.
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Paige Pilkington Posts: 2
1/21/2021
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I once had a student with visual impairment. I made sure each day, that she sat close to the front and that I had all of her music blown up for her. I also worked on color coding sight reading assignments for her.
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Christopher Hickey Posts: 3
2/9/2021
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I once had a piano student who had broken her hand at the end of the summer. I continued to test her playing with the right hand and expected her to complete the Bass clef theory assignments so she could continue to learn the content needed. When she got her cast off, she returned to the beginning of the book and worked through these songs she had already learned the right hand and excelled quickly.
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Malissa Baker2 Posts: 3
2/25/2021
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- This academic school year has been different than any other, for sure. Rhythm tests: Students have rhythm tests where they write in the counts under each note/rest. The modifications I have made for a couple of my students include, less questions, larger font (or an enlarged copy), and for students who have difficulty writing they were able to speak the counts out loud to me or just clap the rhythms.
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Christopher Gugel Posts: 3
2/25/2021
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I had a student with down syndrome in one of my beginning band classes. I altered her playing assessment to evaluate one aspect at a time before combining everything together (example: I would evaluate her note accuracy/note recognition, then I would evaluate her rhythmic accuracy, then I would finish with her adding the two together). This allowed her to focus on one aspect at a time instead of multiple aspects.
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Paige Pilkington Posts: 2
2/25/2021
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I once had a visually impaired piano student. I was able to find a person that was able to transcribe the music into braille
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Jessica Floyd Posts: 3
3/16/2021
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For students with learning disabilities, or poor fine motor function, performing assessments may be broken down into sections, where the student must be able to demonstrate the rhythm through counting, the melody line through "up/down, skip/step, or letter name", and student must be able to identify fretboard positions for notes.
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Stephany Heath-Tucker Posts: 3
3/18/2021
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Fine Arts educators (choose ONE):
- 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 had several students in different choral ensembles that struggled with following verbal instructions. I was able to implement a system in all of my classes to help keep the students engaged and uses the directions to keep the students on track. When we change sections in a piece of music, I give the students a verbal cue "Look at...". I will then give the students a page and measure number and ALL of the students will repeat it as a class. For example, the teacher would say "Look at....page 2, measure 32." and the students would reply "Page 2, measure 32!" in response. This allows students to be actively involved and repeat the important information aloud.
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Stephany Heath-Tucker
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Sheila Harris Posts: 3
3/22/2021
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One example of adaptive learning/alternative assessments that I have used with students of varying disabilities (mild CP, Autism, to behavioral and intellectual disabilities) is to allow multiple attempts at assessments, whether it is performance based or knowledge based. This allowed the success for all students at their own pace.
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