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Administrator Administrator Posts: 18
4/11/2016
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Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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Ann McFall Posts: 3
4/14/2016
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The first strategy I can implement in my music classroom is task analysis. For the upper grades, I give them at least one project a year that takes about 3-4 weeks to complete. Instead of giving them all the tasks to complete at once, I can break it down week by week. For the last week students can compile all the information together and complete the project. This will help students with disabilities because they are able to focus on one thing at a time. This strategy would also work when setting up xylophones in a pentatonic scale. I will usually tell my classes to take of their "hamburgers and fries" (B and F), but when working with students with disabilities, it would work better to have them find all the B's first and then all the F's.
The other strategy I can implement in my class is peer partners. Allowing students to work with a shoulder partner for certain tasks would be beneficial to all students. Students who are able to demonstrate/teach a skill, know it well. Other students might need to see one of their peers perform the task before it "clicks." This would be helpful to students with disabilities because their one-on-one paraprofessionals are not familiar with the concept I'm teaching, whereas the students in my class have had music instruction for a number of years. This is also helpful in building community and friendship in the classroom. Some students are self-contained in the classroom, but come to music with other classes. This would help build relationships in my room so that my self contained students don't feel secluded or different.
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Robert Surroca Posts: 3
4/15/2016
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One way I have assisted students with visual impairments is by using technology. Since I have a smart board in my classroom, I use it for various music lessons. Various students have a hard time seeing things on paper so using the smart board helps them visualize things much larger. Some of the students with visual impairments have also received new glasses and the students are able to see better, but using my smart board during my lessons has engaged the students more. For example, there is a computer game that I use because it focuses on my goals for students to learn the names of the instruments in various musical families. The game allows me to choose a setting that allows the students to work in teams. Therefore, the students that have visual disabilities have encouragement from their own team members to get the answers correct while they also can enhance their own disability and see things much larger on a smart board.
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Zadda Bazzy Posts: 3
4/18/2016
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One strategy that I can improve upon is providing students more opportunities for self-evaluation at reflection. I believe that after every performance/activity/task is it helpful to celebrate one thing that went well and to identify an area for improvement. Rather than telling students what they did well and how they can improve, I would like to offer more opportunities for the students themselves to reflect on their progress.
In addition, I can increase my use of graphic organizers in the classroom. Graphic organizers provide a visual way to organize important content. They are especially effective when students complete the graphic organizers. The increased use of graphic organizers might help students process and remember key ideas. This could be true for visual learners, as well as students with special needs.
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Judith Kelley Posts: 4
4/21/2016
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One strategy I currently use for recorder instruction is Task Analysis. For each new song, we clap the rhythm, sing the note names in rhythm, finger the notes on the recorder as we sing, and then play the song. The students know what to expect and this set procedure helps them concentrate on the new information in the lesson. I also use colors for notes on the lines and spaces. This helps all my students, including ESE. Recently, my students were getting stuck on a song. I came up with the idea to have them only play the new note as I sang and pointed to the notes on the chart. Then I picked a different note, one they already knew, and had them play only that note. Next, I divided the students into groups and assigned each group only one note to play in the song. Each time we repeated the song, I gave each group a new note to play. Finally, we all played the entire song. This method of breaking down the piece worked. Almost all the students can now play that song.
A strategy I would like to implement more is Peer Partners. Students who have successfully played a piece enjoy helping others who need help and students learn quickly when I use this strategy. This strategy would be helpful at the keyboards, Orff instruments, or when learning a new dance.
I would also like to use more graphic organizers, such as Venn Diagrams and Semantic Maps. I can see how this would be visually helpful for teaching listening pieces, instruments, songs, new concepts, etc.
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Jessica Gautier Posts: 4
5/7/2016
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I have a student who is Autistic and Visually Impaired. We were learning how to play Old McDonald on the xylophones and I had color coded the bars on the xylophones to match the Music on the board. I blew up the image to a very large font so all students could read it. I worked one on one with the student to introduce the concept how we are matching the colors on the board with what is on the xylophones. She loved it! We then worked as a class counting and clapping out the counts that we saw. Knowing she has a hard time retaining the note values, I modeled it to her and use Call and Response. I put on the Smartboard pictures of the notes and associated it with a family member (Big Daddy Whole Note). We dance to each note value (which she loves to do) and then worked with partners to play each 2 measure until we were done with the first line. I was her partner and worked on her technique as well as playing and matching the pattern. I would also assist and point to the bars needed so she could follow me. (We would continue for the next 2 weeks)
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Jessica Gautier Posts: 4
5/7/2016
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Which graphics organizers have you found are your favorite?
Zadda Bazzy wrote:
One strategy that I can improve upon is providing students more opportunities for self-evaluation at reflection. I believe that after every performance/activity/task is it helpful to celebrate one thing that went well and to identify an area for improvement. Rather than telling students what they did well and how they can improve, I would like to offer more opportunities for the students themselves to reflect on their progress.
In addition, I can increase my use of graphic organizers in the classroom. Graphic organizers provide a visual way to organize important content. They are especially effective when students complete the graphic organizers. The increased use of graphic organizers might help students process and remember key ideas. This could be true for visual learners, as well as students with special needs.
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Tammy Voodre Posts: 3
5/8/2016
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One of the strategies that I would like to implement in my music classroom would be using "Peer Partner's." This would be really helpful when teaching how to play the recorder and analyzing music. By assigning Recorder Buddies, each buddy could check their partner understanding on proper playing techniques, decoding music and rhythms to a song and help reinforce fingerings on the recorder. This would be helpful to all students as well as our ESE students. I love the idea of the students having instant feedback as they learn together. It would also build community between the members of the class and accountability for learning the material.
Another strategy that I would like to implement in my music classroom is to incorporate "Learning Centers" into my instruction. I like the idea of student's working together in groups. This also would allow students to work on different activities with various degrees of complexities. This would offer more opportunities for students to learn at their own pace and level. I also like the idea that I would get more time to work with my students one on one or at least in a small group setting.
edited by Tammy Voodre on 5/8/2016
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Julie Hebert Posts: 6
5/13/2016
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I have had several students with various disabilities who needed additional instruction on how to get started playing the recorder. I found a wonderful introductory video available for free online. The video was really well done and walked students through each step. From how to properly hold the recorder, to producing a quality sound, to beginning to read the music in a recorder book. I was able to put the link to the video on my classroom website for students to work individually from home. This strategy also worked well for students who transferred in after we had already begun playing recorders.
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Ruthie Antmann Posts: 3
5/23/2016
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Two strategies I use to help students with disabilities are cooperative grouping and task analysis. Task analysis helps me teach them to play on instruments by creating a routine out of learning musical passages; the structure of this strategy helps students be successful. Cooperative groups helps students with disabilities because they have a task that they can contribute to the group, but their weaknesses are supported by other group members who help in those areas.
One strategy I would like to use more is the cube method of tiered instruction. That sounds like such a fun way to incorporate choice into each benchmark, and to match tasks to student abilities at the same time.
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Ivy Hernandez Posts: 3
5/24/2016
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One way I have used technology to meet the needs of a student with a disability in my classroom is through the use of a recorder app for a student that had dysgraphia. She would try to write and it would take her all class period to write just a few sentences. The recorder app was easy for her to use, and it was much less stressful for her than writing.
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Sara DiPardo Posts: 7
6/6/2016
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With my student population I think using the exit ticket and exit response will be very helpful. I hesitated to use it that much this year because honestly of copying paper! But index cards and sticky notes are things I will be using more of. My students LOVE to brag about what they've learned in my class and I think this will be a good way to keep that excitement. My ESE students will benefit from this. Although for some I will need to take down their answer verbally but all the same. I also anticipate on using more tiered instruction to better accommodate.
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Mary Mickle Posts: 4
6/14/2016
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One of the strategies that I have implemented in my music classroom is modification of the instrument. I had a 4th grade student with cerebral palsy and she had a tough time holding the recorder. I purchased a lap board that had a hard surface on one side and cushioning on the other so that she could brace her elbows on the hard surface in order to steady her hands. This enabled her to play her instrument. The other playing strategy that I used was to adapt the part. This same student struggled when adding her right hand to the recorder so I wrote BAG ostinatos to the songs we were learning. She felt really special that she was able to provide the harmony for her class!
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Mary Mickle Posts: 4
6/14/2016
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Julie Hebert wrote:
I have had several students with various disabilities who needed additional instruction on how to get started playing the recorder. I found a wonderful introductory video available for free online.
Can you please provide a link for this video? I would love to see if it would be useful at my school.
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Mary Mickle Posts: 4
6/14/2016
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One way that I can improve instruction in my classroom is by including the use of task cards to create tiered lessons. These will be especially helpful in my centers. I have included instructions on the task, however, adding task cards will help students organize their instruction and stay focused on the task.
I use Venn Diagrams all the time in my classroom - to compare and contract the book of Peter and the Wolf to the film, when learning about 2 different composers, and when learning about a new culture. I would like to add the use of concept mapping in my 5th grader's music journals to show their understanding of a topic.
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Devra Pollard Posts: 3
6/14/2016
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Using a peer partner in class would not only allow students to “show what they know” by teaching it to others but also model instruction for students who may be more comfortable with instruction from their peers. Peer observation could easily be expanded to peer assessment which is ongoing and purposeful with less pressure.
I have allowed students with an orthopedic impairment to use an iPad to play classroom instruments with and without pitch. Students are successful with their own wrist and finger movement which allows them to touch the screen and play virtual instruments that might otherwise be a challenge to hold and or produce a quality tone. The iPad’s output is connected to an external speaker. The feedback is immediate; witnessing their satisfaction and success with their peers is priceless.
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Karen Gentry Posts: 3
6/18/2016
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I teach in a small, private school, and the only disbilities that I encounter (at this time) are ADD/ HDHD and very mild autism (formally Aspergers). These students function well in music class for the most part, but some of the strategies discussed could still be helpful for them and all my students. One such strategy that I would like to implement is the story map that provides students (especially younger children) with a concrete framework for indentifying the elements of a narrative story. I try to tie my music lessons to reading as much as possible, and while I am teaching music skills such as rhythm (ie. chanting a section of the story in a rhythmic pattern throughout the book), I am also trying to reinforce their reading skills. Asking the five W's will help them focus on the content of the story and hopefully improve their retention.
Other strategies that would be helpful for my older students in their recorder class are cooperative learning and peer partners. Some of my students with ADD have trouble focusing for the length of time it takes to give individual instruction on how to get the proper tone, etc. By teaming them up with students who have mastered the skills, they may be successful more quickly.
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ursula von bargen-seitz fortner Posts: 5
6/19/2016
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Peer partnering worked well for my ASD student. The peer would be the conductor, standing vis-à-vis the student to help her follow along with the Orff orchestra. We used discovery and graphic organizers to compare and contrast Orff instruments.
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Janet Thomas Posts: 3
6/20/2016
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There are many children at my school with SLD (Specific Learning Disabilities). These children have difficulty staying on task and focused, especially when learning to read music. These are the same challenges that they have learning to read text in their language arts classes. I use my document camera often, and project our learning material on a whiteboard that I can write on for clarification. For listening I have an iPad and a computer (iTunes) connected to a stereo system (yes, this is technology too!). I work hard to find multi-media materials that the students find engaging. An iPad is used for some activities. I frequently ask one of the SLD students to be my technology helper, especially if I am working with an iPad. This keeps the student on task. My favorite program is Smart Music, downloadable at www.smartmusic.com . I have used this for years in my private studio. For classroom use there are a two books available in Smart Music that I have found to be effective in my elementary music class: They are Recorder Express by Artie Almeida and Patterns of Sound Book 1 by Joyce Eilers and Emily Crocker. I also own classroom sets of these books. The Smart Music program (app) is projected on the board while it also plays the accompaniments for the exercises. In Smart Music the pointer moves from left to right showing the students which notes they should be playing or singing. This is great for students who have trouble keeping their place on the page. It helps for the students to see the print notation in a book on the music stand as well as on the board. Smart Music records each “performance”. When the song or exercise is over the students can listen to what they just played. This is a wonderful motivation to students as they usually find that they didn’t sing or play as well as they thought, then they want to try again and make it better!
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Brad Gillet Posts: 3
6/21/2016
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One strategy that works really well is discovery learning. This is a strategy I have used to help students with and without disabilities to understand a concept more. I used this strategy when teaching about instruments. Students observed the instruments by answering what kind of instrument it was (shaker, membrane, scraper, wooden), where it was from, what it was made of, what it looked like, and what kind of art work was on it. They recorded their responses on a tree map. I have also used this strategy when discussing ballet. I have students look at a painting by Degas, and describe what they see in the painting. This helps students with disabilities connect with the concepts more by making it more tangible and something that they can relate to.
Another good strategy to use when teaching songs is chaining. This is when words or phrases are gradually added. This helps particularly with second language learners. I find that when they struggle with learning the words to the songs, I have to use several approaches to get them comfortable with it. Some examples include having students sing one or two specific words in the song and adding more. Another strategy is to have students sing the first phrase while I sing the second phrase. These are important because it helps with fluency.
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