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Jared Benyola Posts: 3
3/27/2022
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My keyboarding class is self-paced so the students have as much time as they need on any given unit and their quarter grade is based on what they complete. Some students have had motor skill issues and found it difficult for hands to move independently, so we would test one hand at a time. Note names and major scales are a large part of the curriculum so we have found alternative ways to test such as written or verbal responses.
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Kathy Johansen Posts: 5
4/1/2022
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I had a little boy with orthopedic, intellectual and speech disabilities. I was sad to say there was no way for him to play the recorder. However, he was a monster on the tambourine. He had fantastic rhythm and expressed pure joy when he was given the instrument and asked to accompany the class songs on percussion.
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Veronica Johnson Posts: 4
4/6/2022
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In a class that is performance based, it is important that there are assessments along the way to be sure that what is being practiced is reflective of what has been taught. One way that I like to give students an opportunity to demonstrate their knowledge and experience is in giving a child the opportunity to express what they have learned in a very personal way, which is in a simple "Flip Grid" video. For example, if the students have been learning their music in class and practicing with a sound track of their part, then they have an opportunity to listen to the soundtrack through their earbuds while singing the part out loud. They can feel confident to sing out in their home environment and I can listen and offer feedback in a responding video or in written comments. Students can do a FlipGrid on their laptop, tablet or cell phones. They have lots of fun extras which also makes them excited to perform... emoticons, screen decorations, etc. These little videos can be done in the classroom in small groups, or one at a time, whether in the classroom or at home. Another way of assessing is by peer pairing so that students can sing or ring in groups of two, three or four, demonstrating the articulation of a rhythm, sight singing technique, or a portion of a song. If a student is particularly shy and wants to perform in person one on one, then I make arrangements to do so, also encouraging them to bring a trusted friend in the class to support.
Written assessments are limiting in a performance based class, and I find that finding ways to see what they have learned tend to be more successful in hands on ringing, or actual singing. While this is taking place, others can follow along and work through what they will be doing when they are being assessed. The more encompassing assessment is in frequent group rehearsals, and ultimately in the actual performance at the end, watching the performance and discussion following that performance.
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Veronica R. Johnson
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Charles Williams Posts: 3
4/20/2022
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
An adapted assessment I have successfully used in my class was for sight reading rhythms and melodies. Students were asked to perform a rhythm/melody unseen. I adapted it by enlarging the fonts, simplifying rhythms where necessary, handing out physical enlarged cards, and having auto generated melodies displayed on the board. Students were allowed to pick the sight reading format that best suited their capability at the time. Students were also allowed to clap, say, or sing the melodies if they weren't able to physically play them.
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Kathy Johansen Posts: 5
4/22/2022
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I had a middle school student with severe learning disabilities who was unable to create a slide presentation about an African America musician. We decided it would work if she drew and colored a picture of the artist in whom she was interested. The result was beautiful and worthy of display in our hallway. The care and skill used by this student rivaled that of those whose slide shows were impressive. It was clear that she had a great engagement with the assignment and was able to put her full effort into creating an excellent piece of art.
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Helen Jones Posts: 3
5/5/2022
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In my advanced band class, I have a student now with documented social anxieties and has trouble playing in front of others. The way I handle it is to have each instrument section to play as a group first, then we have worked out a system to allow this student to record themselves alone later and submit it to me for playing tests. This way does not cause attention to the student.
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Jamie Hayes Posts: 3
5/7/2022
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I teach chorus and my student with physical and intellectual disabilities was a challenge to assess as I did with the majority of the class. Written work was not an option so provide theory assessment, I adapted to oral assessment. We had to break down the rhythms in smaller sections and have her clap the rhythm. This was great success. For performance, one year she was unable to attend our concert, so with her parents help, she sent a video of her singing one of our songs. Because of the severity of her disability I adapted the goal to suit her capabilities and she still thrived and enjoyed every day she spend singing in chorus.
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Christina Nichols Posts: 3
5/9/2022
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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.
I have had students who need to have extended time for their assignments. I do a weekly playing test through google classroom. Students have to record themselves performing the scale or etude of the week and submit it for a grade by Saturday. If students need extended time for an assignment I either try to give them a heads up a few days before the assignment is posted so they can practice it before the other students or I allow them a day or two extra to turn in the assignment.
The playing test through google classroom also helps students who have anxiety on their 504's, alleviate any stress about having to play in front of other students. They are able to play in the comfort of their own home and submit the test at their leisure and/or do as many takes of the test as they want and submit the best one for the grade.
I have also had students who have broken bones in the past and I have allowed them to either play percussion since holding their own instrument was physically impossible or allow them to clap or count the rhythms instead of playing them for their playing test.
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Angela Wolfenden Posts: 4
5/12/2022
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Option 2: I created an "ostinato project" assignment for students. In this assignment, students used a free drum kit website to create a drum beat. Then we used a tone matrix website to create an ostinato melodic pattern. I gave students "levels" of achievement based on how much they wanted to add or challenge themselves. For example using at least 4 drums sounds and 3 notes in your tone matrix was bronze level. More instruments and length moved a student to silver level. We even went to diamond and platinum if you were willing to share yours with others. This project was create because the pitch was based off a pentatonic scale, so no melodies sounded wrong and every one could have fun experimenting with different sounds. This assignment was great for students with disabilities to be able to work at their own pace/comfort level and experiment in a risk-free environment!
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Angela Wolfenden Posts: 4
5/13/2022
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Option 1: In the general music classroom (middle school) I've had students with extra time and read aloud accommodations. To adapt the rhythm assessments, I gave students the choice of playing rhythm, speaking rhythm, singing rhythms or a combination to demonstrate rhythm reading skills. All students were expected to display proper posture and clear performance of correct rhythm patters (whole, dotted half, half, quarter eighth notes and rests). I encouraged combining singing and playing and I was excited that many students chose to perform with this option. This also allowed students that needed more time a chance to perform in the way that was most comfortable for them.
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Matthew Seeman Posts: 3
5/23/2022
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In a traditional chorus classroom, many of the activities are done as 'whole group' activities. This is an effective form of pre-assessment as well as ongoing assessment for students with learning disabilities. Often times simply observing whole group activities, such as following a pre-written warm up, completing a technique-based exercise, sight singing, or even simply rehearsing music will illuminate precise areas of knowledge/skill and even the degree of a student's readiness or progress.
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Alexis Pletincks Posts: 3
5/24/2022
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I had a student a couple years ago who had a speech impairment. I watched her grow in her abilities as she learned to pronounce solfege syllables and tried to sing the words on the page. In terms of reading and writing, it was a much more difficult process. I realized how much she understood when I sat down with her quiz and vocabulary words and had her point to the answers instead of answering verbally or taking the quiz herself. Since then, when I have students who cannot test on their own, I pull them into my office to help them complete it in a different setting, with assistance.
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Jennifer Renfroe Posts: 3
5/25/2022
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In a guitar class I had a student who broke his arm. In lieu of his chord playing test, I had him write out (it was his left arm that he broke) the chord diagrams for the basic chord progressions as well as spell the notes in each chord and write out the corresponding scales for each chord.
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Stuart Campbell Posts: 3
5/26/2022
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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 do scales tests across each Band class. For a student who had motor disabilities, the number of scales or tempo at which they were performed was adjusted down to be appropriate to the child’s progress throughout the year (for instance, 1 scale instead of 3).
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Jennifer Allinson Posts: 3
5/26/2022
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I teach ASL in high school as a world language choice and often students sign a song as their end of the semester project. When a student was in a cast post wrist surgery, I paired the student with a partner. The injured student did the research and translated the song lyrics into ASL word order, looked up new words using an online video dictionary and shared the translation with his partner. The partner acatually signed the piece but the injured student contribuated to the project.
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David W. Mundy Posts: 3
5/31/2022
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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.
I had a saxophone student with a brain trauma break down a piece into 2 or 4 bar phrases, as to not overwhelm him. I had recorded each section on piano so he could hear how it went. The process of learning the whole shout chorus of a big band tune became much easier for him to grasp, and he ended up playing it successfully.
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Christopher Tredway Posts: 3
6/1/2022
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A former student that scored average or better than average on playing assessments, scored very poorly on written quizzes and worksheets. She was found to have a dyslexia related disability that made processing letters difficult. Recognizing and understanding musical symbols was not that difficult for her. A simple testing accommodation that worked well was to allow her to give verbal answers for all written quizzes.
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Colin Slavin Posts: 3
6/3/2022
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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
My band has an advanced group and a developing group. Due to scheduling conflicts a student with a cognitive disability was placed in the advanced group. Each semester we have scale tests. The accomadation made for this student was that they were able to use the requirements for the developing band student group and not the advanced requirements. For example only three schedules one octave instead of 6 scales two octaves.
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Lorie Wacaster Posts: 3
6/4/2022
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Since online education due to the pandemic, I have had several students who have documented anxiety triggered by reintegrating to in-person school. Previously, I required in class solo playing/singing tests. Now I give EVERYONE the option of either playing in person during class (which most do) or submitting a video to me online of them performing the passage to be assessed. The benefit of offering everyone the adapted assessment is no one feels singled out as needing accommodation and students are given a choice and a bit of control.
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Steven Bass Posts: 3
6/14/2022
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I had a student with an IEP for his diagnosed dysgraphia. He struggled with his handwriting abilities and was provided a school-owned laptop to use in class. This student is also designated as gifted and is very bright. I have a class set of dry erase boards that we would use for different formative assessments during lessons. He was persistent in asking to use his laptop to provide the answers. I worked with him individually so that he knew he would not have to ask for permission to use his laptop for any assignment that I provided. Rather, I gave him the option of trying to use the dry erase boards and paper or his laptop based on the specific task. He went from insisting he used his laptop to asking me how difficult would it be to do on paper. He knew that I would provide him the means to be successful, which made him feel more confident that he did not have to fight for his accommodations.
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