|
John White Posts: 6
6/26/2021
|
Rob Lambert wrote:
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I successfully adapted my assessments in music theory class for a visually impaired student when I had him to use a music notation software program to complete his work - both written as well as aural theory assignments and assessments.
I have found that result as well and have been using Noteflight since it's free for the kids. For my guitar students that are SNL (standard notation limited) they can copy and paste the standard notation line and convert it to tabs so they are still able to have the security blanket of tabs and can still see the standard notation which gets into their brain.
|
|
|
0
link
|
|
Daniel Wood Posts: 3
6/29/2021
|
Option 1: I have had various students with different physical disabilities and some temp and some perm. I used various devices such as laptops and tablets to alternatively see if they knew the content for playing tests and scale tests. They had to write out the test or identify the scale using theory based software if they were unable to play it at that time due to their disability. It was able to see if they knew the content of what was being tested or not. THey could write in the notes, or identify the scale, and label each note, and fingering or slide position. I have had kids do various assignments of where they were temp disabled and they would listen to their peers playing tests and identify the mistakes or errors and possibly come up with ways of how to correct them.
|
|
|
0
link
|
|
Alexander Javizian Posts: 3
7/10/2021
|
In the past, I had a student on the Autism spectrum that had a lot of anxiety while performing alone in front of his peers. This caused issues for me, as many of the grades that I gave my students in my classroom were based on playing and performance tests. After speaking to my administration and some of my peers, they told me to find a way to get him excited to do his playing tests. I decided to use a new digital platform to allow him to take his playing tests. I had heard of a program called Flipgrid through other teachers and administrators. Flipgrid is a clone of Instagram/tiktok designed for use in the classroom. After setting up an account, I told him that he could register and do his playing tests at home, upload the videos to the class page, and I could grade him without him having to play alone in front of his peers.
Not only did he love this because he didn't have the anxiety of playing alone in front of his peers, but he enjoyed experimenting with technology and editing videos of him playing music. This instance taught me that it can be both easy and convenient to embrace new technology and teaching methods, and after that, it encouraged me to become open to exploring more instruction techniques outside my comfort zone.
|
|
|
0
link
|
|
John Kendall Posts: 3
7/10/2021
|
I had a student on the Autism spectrum who had great difficulty maintaining focus during one-one-one performance assessments. He became very anxious even though I knew through his work with the whole orchestra that he could perform the required material at a acceptable level. I allowed him to complete his assessment by making a video of his performance at home and uploading it to his YouTube Channel. He performed his material at a better that acceptable level and was proud of his work. Since then, I allow other students to complete their assessments in this manner.
|
|
|
0
link
|
|
jonathan brodie Posts: 2
7/23/2021
|
In the past an example of an adapted assessment I have given to one of my Band kids would be to modify a playing expert. I have had some students who have incredibly low reading abilities that accompany their disabilities to accommodate them we may only play 3-4 measures that are most important in the playing test rather than the entire expert as to only test the most important information, in addition I give every kid the chance to retake the test as many times as they wish to show improvement.
|
|
|
0
link
|
|
Terice Allen Posts: 3
8/1/2021
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I had a guitar student who broke their arm and was unable to play for a couple of months. I had them complete ear training exercises and fretboard notation exercises that corresponded with what the other students in the class were completing. I also give my students the opportunity to retake any playing test for a higher score, as well as the opportunity to either play the test in person or submit a recording.
|
|
|
0
link
|
|
Matt Tenore Posts: 3
9/21/2021
|
When we've had a student with an orthopedic impairment, we would modify our assessments to still be demonstrative, but in a way that was most comfortable to them. Sometimes this would include dictation orally instead of on the instrument, or patting on the leg for rhythms, etc. In some cases of tricky fingerings, we would have students bubble in the notes on a fingering chart instead of demonstrate them on their instrument.
|
|
|
0
link
|
|
Constance Jill Pollina Posts: 3
9/29/2021
|
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 had a student with a TBI that had difficulty with motor movements and holding an instrument for any length of time. When assessing his scales, I gave him extended time and the opportunity to use a stand to put his instrument on for taking frequent breaks. When I had a hard time deciphering some notes, I had him point to different fingerings on a chart to determine his level of mastery.
|
|
|
0
link
|
|
Meredith Hollowell Posts: 7
9/29/2021
|
- 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 in my beginning orchestra class that had a physical disability. She had four fingers on her right hand which limited the way she could hold a bow. The student and I worked together to create an accommodation for how she would hold the bow comfortably, yet still be able to make a quality sound on the instrument. For an adapted assessment, I asked her to play certain notes and rhythms that could demonstrate her knowledge of the material without being affected by the bow hold. She was successful in all that was asked of her.
|
|
|
0
link
|
|
Teri Bruse Posts: 3
10/1/2021
|
- 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.
Years ago when I taught Chorus, I had a student with Aspbergers. He was a genius in music...could sightread anything perfectly, and made All-State every year. But when he was in the show choir setting, or anything social, he would not function well and felt extremely out of place. Although I do feel the experience was good for him, I feel he would have benefitted from some of the accommodations listed here, especially distraction free space and small group settings.
|
|
|
0
link
|
|
Rachel Mann Posts: 3
10/11/2021
|
I had a student with Executive Function Disorder who needed multiple prompts, checks, and reminders for things like practice logs and listening journals. I created a separate practice log for her to log her minutes daily, as it was an easier habit than the monthly practice log the other students turned in.
|
|
|
0
link
|
|
Christian Nyman Posts: 1
12/10/2021
|
I have a lot of students who suffer from anxiety when it comes to performing assessments in front of the classroom. So I have been putting my students into small groups atleast a trio or quartets of the same part to make sure that they are singing the correct notes and rhythms. This takes away the attention from them individually or so it seems and allows me to full assess what mistakes or issues we are having at difficult sections.
|
|
|
0
link
|
|
Steven Dean Posts: 3
12/27/2021
|
The primary assessment for my music students is usually group performance, sometimes at a concert. I’m listening for accuracy, expression and musicianship. My students with disabilities will often play a formal or informally modified version of the assignment. I can still assess their understanding of the musical elements (pitch, timbre, tempo, rhythm, dynamics) but they do not need to play music that is as complex as another student their age but who is participating in the normative curriculum. For example, when we performed our drum cadence, one of my students who struggled with the combinations of 8th and 16th notes, instead played a modified part that only had 16th notes. I was able to assess that he was developing good sticking, steady beat, and dynamics. One on one working with me, he was able to play the patterns but playing with the group (probably due to the loudness of the activity) made it difficult for him to play exactly the right pattern. However, his simplified pattern ‘fit into’ the overall sound. Going from zero experience, I was able to assess that his skills and ability to express the fundamentals had improved.
|
|
|
0
link
|
|
William Brown Posts: 3
1/17/2022
|
Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
School administration can assist fine arts educators' in learning about how to use adapted assessment through the use of creating a master schedule that will allow teachers to meet during their common planning. Additionally, administrators can support educators through their planning and implementation of effective admin-led professional learning community meetings. During the PLC’s administration can share best practices so that teacher can then utilize their common planning period to implement the best tools and strategies in their lessons to support students with disabilities. In addition, administrators can allow teachers to attend professional development opportunities locally.
|
|
|
0
link
|
|
Josh Nelson Posts: 2
2/8/2022
|
I have had several students with disabilities including autism and even anxiety have difficulty performing a playing test in front of their peers. Therefore, I give all of my students the option to make a video of themselves performing the required excerpts or to come and play the test for me privately after school. I even had one student come and play for me after school, but he was nervous when I would stand and watch him, so I sat in my office and pretended to work while he played his test for me. He did very well on the assessment, and I was quite proud of him.
|
|
|
0
link
|
|
Chuck Rogers Posts: 5
2/17/2022
|
- 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 had a student in my middle school guitar class who was autistic and had some social issues. The students have weekly music test, which sometimes include playing in front of peers. If this student was not ready I would allow him to postpone his test for a week or so. I would also give extra time to practice and provide assistance where needed to prepare for the next weekly test. If necessary, he could postpone the test for several weeks as long as he was preparing for the test and working on assigned material.
|
|
|
0
link
|
|
Dalys Parkhurst Posts: 3
2/22/2022
|
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 who was not able to write or identify the physiological terms for identifying the vocal and breathing mechanism. So, I modified his test. I allowed him to take the test verbally with me one on one and he was able to point to each location on his body. He was successful in this format.
|
|
|
0
link
|
|
Dede Darby Posts: 4
3/4/2022
|
I have a student in my keyboard class who is very low functioning and doesn't remember the names of the notes on the staff, however, several weeks into the class I discovered that she has an amazing ear for music and can hear the piece 3-4 times (depending on the difficulty) then is able to play it back after practicing. My keyboard students are assessed weekly by playing for me. She has songs ready every week and sometimes asks to play them for the class. Also, a few students with anxiety issues prefer me to put headphones on to hear them, which also works well for the assessment.
|
|
|
0
link
|
|
Mario Trejo Posts: 3
3/7/2022
|
I had a student in guitar class with down syndrome that could not keep pace with the class pass off tests. I allowed him plenty of extra time to complete his pass-offs. In certain instances, the material was either too long so I accepted only part of the song but made sure that it still contained areas of focus within our unit. As he completed the assignment I made sure to stop and review challenging material with him for clarity. We went through that process multiple times when necessary.
|
|
|
0
link
|
|
Abbey Duncan Posts: 3
3/20/2022
|
- I have a student who has dysgraphia (writing/reading struggles) and is ELL, so it is very difficult for him to take a typical test and also difficult for him to do pass-offs at times. I have modified his test to contain only actionable answers to questions so he will model on his instrument for me the skill being evaluated. For example, instead of how many 16th notes fit into a measure of 4/4, I demonstrate a beat and hold up a card with 16th notes on it and he understands he needs to perform the rhythm. Same with scales, I will show a card with "D Major" and he will perform a D Major scale. By focusing on the most important parts of the curriculum, I can still get a wholistic and specific view of what he does and does not understand and it also allows me to give timely, specific feedback to help him to correct misunderstandings or content that is difficult.
--
Abbey
|
|
|
0
link
|