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Madison Ickes Posts: 2
6/5/2018
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Listening map: for students who need accommodations, I have created a document that can be used for any listening assignment. When other students take active listening notes and write down what they hear, these students have every possible instrument, articulation, dynamic, and descriptor word. Students can circle whenever they hear something, example: we listen to Danse Macabre in the fall and students could circle staccato, violin, piano, forte, minor, xylophone, flute, etc.
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Gregory Harris Posts: 3
6/8/2018
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I had a student that was Hard of Hearing and struggled with learning the pitch of a piece strictly by ear. What this also created was a student shyness to perform on a individual basis or even with the large group in fear of "singing the wrong thing too loud". What I ended up doing was providing a CD for the student to bring home of just their voice part on the piano, (so they could listen to it as loud as they needed), placing the singer as close to the piano and me as I could. Had them "Buddy Up" with one of my stronger and supportive singers, and allowed them to record their "Part Check Test" on their phone or on a computer and send me the link over e-mail so I could watch/listen to them on a secured YouTube channel so I could assess and give feedback.
Once they were comfortable singing the part privately and had the confidence they could learn the part with more time and these accommodations, the student began participating more fully, had the support of their peers, and began taking "Part Check Tests" with the class.
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ANISSA RUIZ Posts: 7
6/11/2018
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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.
Again, my student with Albinism who has a visual impairment due to that. Because he has difficulties seeing, I always try to accommodate him by sending him the assessment electronically. That way, he can increase the font size to what is best for him without me having to make extra copies with larger font for him to see.
I also give him more time because it takes longer for him to read his assessments due to the larger font.
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Christopher Mink Posts: 5
6/11/2018
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I have a student with autism spectrum disorder that does not like to be tested in a group situation. He also exhibits emotional difficulties and can have outbursts in stressful (testing) situations. As it is a string class (violins, cello, etc.), it is interesting that this student will play with everyone willingly, but refuses to play by himself in class. This is amusing to the other students, because he is by far the best player in the section. They constantly encourage him, and he is slowly coming around to the idea that he really is the best (a good chance to teach some humility).
When giving playing tests in class, I will have the whole section play the part together several times as I stand next to each student and assess.
For more concrete documentation I have each student record their playing test in a practice room with only a student proctor to run the recorder.
Most students when asked prefer the recorded tape playing test.
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Christopher Mink Posts: 5
6/11/2018
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Using Finale to arrange the same piece of music with varying levels of complexity gives my students the option to play the "reduced" version of a piece. On the reverse side of the page they will find the top tier more difficult version.
Differentiation in the string classroom is easy. There are many ways to break a piece of music down into its constituent parts. Students are taught to recognize the different concepts/skills pertaining to the music they are learning and how to separate and improve those skills. Students are broken into groups with like parts and focus on what skills need improvement. Peer partners (stand partners) can form even smaller groups.
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Jeffrey Clayton Posts: 3
6/19/2018
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Several years ago I had a very petite, lyric soprano who was visually impaired. She possessed a good overall ear but the process of learning, practicing, and memorizing her choral music was difficult. She did not have any skills in Braille music though she was beginning at the end of her high school years. To teach, monitor, and evaluate I allowed her to bring a recorder to class and record the singer next to her [high level student] so she could hear an authentic example the melodic and textural lines. I would accommodate the time she needed to do this by having her pair with a pianist for some peer tutoring work in a practice room. Once she had the music learned it was easy for her to participate in normal quartet testings.
I also had this student in a vocal techniques class and as I have done with many of my students I encouraged her to send me small bits of her practice via an audio through text or email. I encouraged her to send any moment in her vocal development where she felt she needed feedback. I could then text a response that she could 'hear' at any time. I was particularly pleased at several moments of epiphany she shared.
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Jeffrey Clayton
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Jillian Savia Posts: 9
6/21/2018
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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.
The End of Course Exam for Orchestra 1 is a computer based test in my district. Usually there is a day scheduled where I bring my entire class down to the media center to complete this exam. Students with extra time are given that time by either being able to stay later than the rest of my class or by being moved into another room with other students who require extra time as well. This year I had 1 student in one of my Orchestra 1 classes who as an accommodation on his IEP required a "read out loud" as well as "small group"for assessments. I accommodated him by setting up a certain date alongside my administrator in which this particular student would take the test one on one with someone who would read every question and the instructions out loud for the student for the amount of time he needed to complete his test.
edited by Jillian Savia on 6/21/2018
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Kristen Franzen Posts: 3
6/21/2018
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I have several piano students a year break or strain parts of their hands. I modify their practicing and performing to simply omit the broken finger or impaired hand’s notes. When the rest of the fingers on the hand are functioning, I have them simply not play the notes for that finger. It actually adds a element of audiation and concentration that they wouldn’t normally use. I have mostly beginners, so omitting a hand does not usually affect difficulty. If needed, I have the student speak the note names in rhythm for the missing hand.
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Ron Lagg Posts: 3
6/25/2018
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In my area of teaching music, the largest adapted assessment I've ever had to do is to give more time for the student and to move slowly to make sure the student/s understand the questions. Sometimes I've even broken up the questions if they required multiple answers so the student could answer or perform the task one item at a time.
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Ron Lagg Posts: 3
6/25/2018
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The only type of adapted assessment I've ever had to use is to add time and break up questions for the student in question. Slowing down the time they needed and breaking down the multiple part questions was all that the student needed to achieve a high success rate.
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Richard Estes Posts: 3
6/27/2018
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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 guitar student who had injured his right hand and was unable to play the strings. We were currently working on playing an ascending and descending scale in first position which would require dexterity in the right hand. The student had full use of their left had. I adapted the assessment and had the student say the letter name of each note while showing me the correct fingering in the left hand. This allowed me to assess the students knowledge of the scale without the use of their right hand.
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Ian Black Posts: 3
7/11/2018
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For students that require additional time with assessments as outlined by their IEP, I will frequently make use of the option to have students record their playing test at home. I extend this to all students, which mitigates any anxiety felt by students about being "the only one" to do their assessment in this way.
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Melanie Harris Posts: 3
7/20/2018
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I created an online formative assessment where all students would record themselves singing specific measures in a song that everyone was struggling to successfully accomplish. Students with learning disabilities needed extended time. I wanted to find a safe way for students to perform, and to receive personalized feedback from me.
edited by Melanie Harris on 8/5/2018
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matt stott Posts: 3
7/27/2018
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A student who was missing fingers in both hands required modified instruction, rehearsal devices, and rubrics for technical lessons and assessments. I had this student for several years and it became simply part of the routine when creating lessons and rubrics.
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Ray Freire Posts: 3
7/27/2018
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Both for date measurement and dealing with additional time or quiet space or other requirements that keep a student from passing a down the line style assessment, I have students record excerpts of performance music and submit digitally. They may still choose to do it in class but may always make the recording before or after.
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Deborah Shenning Posts: 3
7/30/2018
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"Autumn" had a number of physical and learning disabilities but the most challenging in chorus was her impaired vision. She could not see the music because it was too small. She also struggled to follow her part in the music. Rather than sheet music, I printed out the words and enlarged them on the copy machine. When it was time for evaluation, I would enlarge "Autumn's" print and adjust the number of questions.
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Oscar Vinson Posts: 3
8/2/2018
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I had a student whose cognitive challenges limited their ability to read music. They worked hard and were able to process very basic rhythm and a narrow range of notes on the staff. Basic chords were not a problem. Assessing their playing assignments involved the modification of weighting chord passages more heavily as well as narrowing the range of notes known and rendering anything beyond into bonus territory that was met with high praise for success.
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Nicole Matson Posts: 3
8/15/2018
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An example of an adapted assignment in a performance assessment is to allow the students who fail to perform a pass-off in class the option to turn it in at their own pace from home on their school chromebooks. This is especially great for my students that require extended time. I have had many students utilize this extra time and receive higher grades on their pass-offs.
Another example of an adapted assignment is allowing a student who broke an arm or wrist to play percussion until they recover. This allows them to continue reading and learning music while they heal.
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Brigitte Emenheiser Posts: 3
9/7/2018
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An example of an adapted assignment occurred in my keyboard classroom this year. One of my students has severe social and performance anxiety. For our performance quiz, he started to play and had a complete breakdown. He asked if he could leave the room to get water and calm down. After he came back, I asked if he could go into a practice room with his cell phone and record a video of himself performing the piece. He still performed the piece but modified the presentation.
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mark sanders Posts: 3
9/18/2018
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If a student with a learning disability has a 504 plan, I study the plan and assess the student based on the 504 recommendations. Such expectations might be simplifying material and giving more time for completion, for example, in preparations for a concert which is a summative assessment. For such a student, I took a beginning band piece of music and simplified a difficult eighth note passage, which was very difficult for that student to play, by rewriting it using aligning quarter notes. A better solution I thought, than having the student "tacet" that section which would be defeating for the student. In formative playing tests leading up to the concert, the student was given extra time to complete the assessment and given opportunities for a "do over" (repetition) until the music was successfully learned. By being able to play the "quarter note" passage, the student was able to proudly perform the piece successfully on the concert and get to be part of the team. A win-win for everybody!
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