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Karine Johns Posts: 3
3/25/2021
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Identify at least two ways administrators can assist fine arts educators in learning about how to use adapted assessment in their fine arts classroom.
Administrators can assist fine arts educators in learning about how to use adapted assessment in their fine arts classroom by including them in the IEP process when decisions about student outcomes are important and necessary for student success. For a student with a disability, accomodations for practice and performance in a fine arts classroom can be defined in the IEP, with assitance from the fine arts teacher. Adminstrators can also recommend the inclusion of strategies for accomodations such as adjustments to time allowed for performance, multiple methods for students to demonstrate mastery, and/or integrating assistive technology when appropriate.
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Victoria Rathbun Posts: 3
3/27/2021
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I will often have students record singing tests on their cell phones while we perform the prescribed excerpt as a class. They can then submit it via whichever platform we are using at the time (Canvas, Charms, etc.). This is especially helpful for those students who receive accommodations for anxiety issues, as it doesn't single them out. Students who fail to achieve proficiency on these assessments can then receive individual feedback via technology, so as not to single them out, and I will regularly allow students to retake assessments as many times as they need to (prior to the end of the grading window) to demonstrate mastery, as that is my end goal anyway. This is especially helpful for those students who need additional processing time.
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+1
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CorrectHorseBattery Posts: 3
3/31/2021
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A student suffered from a panic attack disorder, frequently triggered by situations of extreme stress, being overwhelmed by not understanding tasks quickly, or feeling pressured from time constraints. They have been successfully been accommodated by allowing extra time for assessments (performed on instruments, written, etc) and utilizing recorded performance assessments that they can make up in a private location if needed.
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Walter Busse Posts: 3
4/3/2021
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I had a choir student that had developed vocal nodules and had to go on complete voice rest. I had her "translate" the lyrics of everything the choir was singing into ASL (American Sign Language). She still fully participated as a "silent singer" and even other students got on board with learning sign language.
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Amber Nall Posts: 3
4/6/2021
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Typically at least 20% of my fine arts classes contain students with learning disabilities. Student journaling is one assessment that has worked great in the past. I keep a folder/mini portfolio in the classroom for them that contains ongoing work, journaling, practice exercises, handouts, etc. We periodically look at it throughout the year and self-evaluate old work compared to new work. It is a great way to visually see ongoing improvements and things that still need improvemnet.
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John Weaver Posts: 3
4/10/2021
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One strategy that I have used on a regular basis...which is also law...deals with my students who have accommodations for extended test time. In a live audition situation, we ask our students to play their major scales with a time limit. My students who need extended test time are given the extra minutes based on their accommodations, if needed. Many of them don't request the extra time and do just fine in the normal parameters.
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James Cornelius Posts: 3
4/14/2021
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Extended time. In rhythmic or melodic dictation exercises, I play the pattern 3 times. After I always ask if anyone needs to hear the pattern again. Along the same lines, if I see a student has been performing well leading up to the quiz, but on the quiz it doesn't look like their true work, I will quickly ask them to tell me the answer orally.
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Melissa Wight Posts: 3
4/20/2021
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I use extended time for most of my students with disabilities. I have learned that not all students are able to master an exercise, read music, take dictation, or learn a technique at the same rate. I also allow students with disabilities multiple attempts at mastery. If they play or record something once, I always allow the option of feedback with the ability to continue practicing and play it again.
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Alexander Franklin Posts: 6
5/3/2021
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I give all of my students the option to pre-record their playing tests ahead of time; most students don't since it's more work and they'd rather just do it in class, but a few of my accommodated students really appreciate the option because it gives them as many attempts as they need to meet their satisfaction. A few days before each test is due, I also check up with all of the SWDs that usually do recordings and make sure everything is going alright; if they're struggling, we work together (and sometimes I help them record!). This is extremely beneficial to my students with extreme performance anxiety.
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Alexander Franklin Posts: 6
5/3/2021
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Mike Wilson wrote:
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 student that was in an accident which caused them to lose feeling in their writing hand. This orthopedic impairment made it nearly impossible for the student to complete a unit assessment which required the students to compose their own melody by hand. The student used a music notation program in order to aid them in composing their chorale. This student was able to use the notation program to create parts when they were not physically able to write out parts by hand.
I really like this; I actually go the opposite way sometimes. I teach a music technology course that uses exclusively notation software, but some of the students struggle with the computer aspect and prefer to do some of their assignments by hand. I allow this for the first several months of class; however after that they need to transition to using notation software (while being given other accommodations, such as extended time on projects, extra help from me, etc.)
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jacob merrett Posts: 3
5/4/2021
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option 1. I've had students with a number of injuries, physical impairments, and orthopedic impairments, and there are many creative ways to keep them involved in the course. One student with a broken arm played his keyboard part with just his thumb sticking out of his cast - against my recommendations - but played better than several other students who had no impairment. A common one is right hand injuries in a guitar class, where I instruct students to play just the left hand part (the more important part when first beginning guitar) so that they can still participate. Some even copy the student from keyboard class and stick out their thumb to strum. I grant full points when these accommodations are necessary.
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Crystal Hendricks Posts: 4
5/10/2021
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My assessments are mostly performance based so now that I am teaching both synchronous and asynchronous I can have the students who need extra time use Flipgrid to record themselves and they have plenty of time to do it and this gives them extended time. This gives them extended time and also for those that are a little shy it gives them confidence because they don't have to worry about what others think of their playing
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Chris Snyder Posts: 3
5/13/2021
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Administrator wrote:
Choose One(1):
- 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.
- 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.
When I taught middle school I would have paper and pencil assessments on certain days. I created an online version of the assessment specifically for a student with an orthopedic disability that kept him from being able to write using paper and pencil. Any time we would do this I made sure to have an alternate assessment for him.
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Joseph Galeczka Posts: 3
5/15/2021
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I had a wheelchair bound student who had a whole in their neck from a tracheotomy. Producing sounds let alone singing was near impossible. I often give signs-singing assessments where the student must perform s sight-singing exercise for me. To accommodate this student, I allowed her to use Kolady hand signs for her assessment. This allowed her to demonstrate what she had learned about reading music without asking her to do a task she was physically unable to complete.
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Max Cordell Posts: 7
5/22/2021
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I have a student in band that has not been formally diagnosed with ADD but shows many of the signs, especially lack of attention and a seeming inability to comprehend a lot of what I am talking about. Just getting him to open his theory book to the right page and follow along with the explanation has been a challenge. The session on accommodations provided a wealth of alternative ways to have the material presented and for the students to respond in order to enhance their learning. Just listening to my words did not help much. I can see where more visual enhancements were needed. This would include things like slides on the screen with graphics and movies explaining the theory concepts (they are out there). Also I believe that making him do some testing with the computer Q and A with the immediate feedback would be better for him than the written exams. He loves video games so the digital approach might have helped with both presentation and responding. I can see where frequent ongoing assessments in class would have prepared him better for the final summative assessment. Also for a child like this, take home assignments don't work because he does not do his homework, I think assessment drills in class while I am watching is the only guarantee that he will stay better focused.
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Max Cordell
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Max Cordell
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Monique Green Posts: 3
5/24/2021
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I have two dear & hard of hearing students. Our school has provided interpreters to help with the communication barriers between the girls & I as well as students. However, I know if we used more signed presentations when creating our demonstration videos, this would be helped to them when practicing along with videos on their own. Another accommodation that we all would benefit from would using more Augmentative and Alternative Communication. I believe it is great to have an interpreter but at the end of the day the students are regular kids that are aware and are capable of being in tune with others, so adding more facial & hand gestures and even finger spelling would help us all learn from each other.
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Erin Scully Posts: 3
6/17/2021
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Option 1: To help my students with anxiety of performing by themselves in front of other students or in front of me, I have my students complete many of their vocal assessments at home. I frequently use Sightreading Factory for this because the student records themself completing the exercise and I am then able to listen and give each student individually specific and related feedback. By assessing students this way, it helps lower their anxiety because the biggest element they fear is taken away.
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Gerard Madrinan Posts: 3
6/18/2021
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Option 2: I have a student who has dyslexia. The use of pre-assessment would greatly help me understand areas where lesson plans and learning for the student could be fortified. Most importantly, the use of on going assessments will help personalize and intuitively point to the best needs of the student as we continue through the school year or lesson unit. Student disengages in all classes, usually by sleeping or lack of interest. This information can also help align student's teachers for a solidarity in efforts through performing arts to keep the student on the right track.
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John White Posts: 6
6/26/2021
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I teach virtual guitar (long before covid) and a recent guitar student with moderate functioning ASD benefited from chunking detailed instruction, modeling (on Zoom) and lots of drill on each technique. He was given extended time (several more weeks) to complete the class and became proficient at the basic fingering and strumming techniques as well as reading standard notation and tablature with few performance errors at reduced tempos.
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John White Posts: 6
6/26/2021
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Max Cordell wrote:
I have a student in band that has not been formally diagnosed with ADD but shows many of the signs, especially lack of attention and a seeming inability to comprehend a lot of what I am talking about. Just getting him to open his theory book to the right page and follow along with the explanation has been a challenge. The session on accommodations provided a wealth of alternative ways to have the material presented and for the students to respond in order to enhance their learning. Just listening to my words did not help much. I can see where more visual enhancements were needed. This would include things like slides on the screen with graphics and movies explaining the theory concepts (they are out there). Also I believe that making him do some testing with the computer Q and A with the immediate feedback would be better for him than the written exams. He loves video games so the digital approach might have helped with both presentation and responding. I can see where frequent ongoing assessments in class would have prepared him better for the final summative assessment. Also for a child like this, take home assignments don't work because he does not do his homework, I think assessment drills in class while I am watching is the only guarantee that he will stay better focused.
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Max Cordell
Glad that worked. Lots of PowerPoint slides with pictures and demo videos helped me especially with beginning band for the gen ed as well as ESE students. They are really drawn to the screen and engagement especially for our current generation is really high with any kind of video or slide. No matter how lame the video is, even the ADD students will remain engaged for a limited time and they respond to follow-up when asked details about the concepts in the video or slide. My daughter has ASD and Breezin Thru Theory was really helpful in facilitating the theory side with the animations and games to keep their attention. It's online and has it's own LMS. They will give you a free trial and they are usually at the FMEA convention.
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