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Maureen Tucker Posts: 5
6/13/2019
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Last school year, I had the opportunity to administer a State Writing Assessment one-on-one, and the student had to utilize a device that had speech to text capabilities because of a Orthopedic Impairment. This was my first time encountering a situation that needed specific technology. The Tech Support on campus was instrumental in setting up the computer to be able to provide the student with the support needed to complete his Assessment.
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Christopher White Posts: 3
6/15/2019
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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.
I am definitely going to implement the Learning Contract for all my students, but specifically to address the issues of time management I have with my 5th graders. Our 5th grade is considered our "majors" that we see everyday, and this generation of students hates, to practice just for practice and pedagogy sake. With the "testing generation" that we're in now, our students are conditioned to view every assignment as a test, or test prep. Unfortunately, I don't need to "test" in the classic sense, in the music classroom too often, either you can play the song or you make mistakes. So a lot of days when I try to do sectionals and small groups, my students end up regressing because they take more opportunity to play around, rather than correcting their errors and figuring out how to prevent them in the future. Unfortunately, "going down the line," during ensemble rehearsals is the only thing that "makes" them focus on the task at hand, but I hate resulting to making everything "a test."
The other strategy I must make more use of is the Computer-Assisted Instruction in the classroom. I typically use the web to show examples of different instruments, ensembles, voices, performers, etc, or play the "standard" of the song I want my students to aim for. But there are quite a few programs, that would help my younger students get more involved in the music theory process. Instrument pedagogy is never a problem with my younger students because of course they love to make noise, but learning the rhythm note tree becomes another boring mundane process because right now I'm limited to lecture and typical classroom worksheets that becomes just another routine completion tasks for them, but no learning or reinforcement takes place. If I could use a fun colorful interactive program, I know, my students would retain much better because then the lines of the treble clef would be associated with "that funny game we played on the computer" yesterday, instead of another worksheet with X's and a grade on the top of it.
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Brianna Moyer Posts: 3
7/7/2019
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Two strategies I have implemented in my elementary music classroom across a variety of topics and grade levels are graphic organizers and mnemonic instruction. I have found that these strategies are especially helpful not only for students with disabilities for also for students who do not naturally gravitate toward outwardly singing, playing, or engaging in performance activities. While I do believe that both types of tasks are essential to well-rounded music instruction, these strategies not only provide another modality for students to learn and make connections in a concrete way, but often then build confidence as we move on to the application.
Graphic organizers can be used in elementary music to organize concrete factual information (i.e. parts of an instrument, characteristics of an instrument family, biography of a composer) and also as a tool to help students conceptualize more abstract ideas such as their feelings about a certain piece of music. Graphic organizers are also useful to compare/contrast songs, instruments, styles of music, etc. Active listening is a complex process, and these organizers help students focus on the learning goal, especially for students who struggle to focus on auditory information.
Mnemonic instruction is most famously applied in music education as a tool to learn the names of notes on the lines and spaces of the staff (EGBDF and FACE, etc.). I also use the keyword strategy when introducing and reviewing music vocabulary. I find that using this strategy helps students to increase their retention of these words as well as their ability to accurately and actively apply music vocabulary to the songs we are learning.
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Sherri Broadway Posts: 3
7/17/2019
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Two tools that I use in my classroom are Mnemonic Letter Strategies and Task Analysis. When I am teaching recorder to my students, I begin by showing them the staff, and each note on the staff. From there I break the notes down into two groups, line notes and space notes. For each group of notes, I supply several acronyms, and tell the students to work on memorizing the one that resonates with them. When we are working as a large group, I have the students recite my basic saying, Every Good Boy Does Fine Always, while I point to a poster and finger the notes on my recorder. This way visual and auditory needs are met. I always echo play with my students as well. When we are learning a new note, I will show the students where it is at on the staff, display it on my board and poster, finger it, and then play it for the students.
When I am teaching Orff parts in my classroom, I use Task Analysis and Peer Partners. I break songs down by measures, sections, and individual instrument parts. Everyone participates and learns every part regardless of what instrument they are playing. I’ll have the students count the rhythms, clap them, or stand and step them. We sing the names of the notes on pitch and in rhythm. If the following activities up to this point have been successful, we will flip our mallets and play the measure(s) we are working on. Once the class can play the measure, we will add it to a measure, or several measures that we have already mastered. If I have several students that are struggling, I pick peer partners. While I work with one of the struggling students and circulate through the classroom the peer partners assist other students. I find peer partners work well, as the struggling student receives help immediately, and the peer partner can solidify his knowledge by teaching someone else what he/she already knows.
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Arnita Whelchel Posts: 3
7/23/2019
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One strategy that I would try this coming year is the graphic organizers. Critically considering the disabilities in the room per grade level the graphic organizer will help students understand the concepts and learn these concepts by breaking it down. Teaching composers the semantic map could be used. Comparing types of music the Venn Diagram would help with the likes and differences. There are several different maps that can be used to help students with disabilities.
Another strategy that I had already planned on incorporating this year is the learning centers. The plan is to incorporate these centers on Fridays. It will be planned in such a way to meet the needs and abilities of students with disabilities and the needs of all students in the classroom. This will incorporate a way to practice what has been learned throughout the week.
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Angie Monahan Posts: 3
7/26/2019
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Two strategies that I plan on using this year are cooperative learning groups and centers.
The cooperative learning groups will allow the children to work together specifically to create things like rhythms and melody lines.
The centers will be used to review what the students have been learning throughout the week.
Both of these strategies will allow me to work one on one with students who are struggling as well as give opportunities for the students to help each other.
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Elaine Holk Posts: 3
8/9/2019
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I use keynote presentation to display and teach the recorder method to my students. I wrote the method book and accompaniment for each exercise and full length songs so every bit of theory and every note learned is at a perfect pace with lots of supplemental material for solidification. We learn cooperatively but have many opportunities for small groups and peer learning. I allow some of my students that need explicit direction to use my presentation at the computer with guided help. I also put the presentation on a flash drive so they can practice at home. The music accompaniment has a demo version that allows the student to hear the proper way to play the music. It also has the accompaniment version that allows them to perform on their own.
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Andrew Spar Posts: 3
9/3/2019
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Two strategies I could use in class would be peer partners and self reflection. Since I teach violin in the younger grades and have an orchestra with the older grades, I definitely see an advantage to using peer partners. Allow students to support each other in their learning would allow for students more time and support in their learning. With self reflection, students can consider how they are performing and progressing. As far as technology, I do use powerpoints as a teaching tool when introducing new skills to the students.
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Emily Blackmon Posts: 3
9/12/2019
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One way that I have used task analysis in my music classroom is with learning rhythms. As first graders learn about quarter notes and eighth notes, we begin with the first task of identifying the types of notes. I have them "read" the rhythm using the "ta" and "ti-ti" method. After they have mastered this task with fluency, we move on to our "Rhythm Challenge," which is broken up into three levels of tasks. For the bronze level, the student reads a rhythm aloud on their own. For the silver level, they must clap the rhythm. To go for the gold, they must play the rhythm on a drum. Students who complete the challenge earn a gold medal.
This year, I plan to implement learning centers in my room as well. Some of my ideas for centers include tasks that incorporate motor skills such as drawing notes on a staff or creating a musical note with play-doh. Others include stations where students can manipulate physical notes on a staff to compose their own music and then play them on the xylophone.
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Michael Chinnery Posts: 3
9/19/2019
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
One of the ways that I use technology in my class is when teaching a new song and the students have lyrics to learn and or memorize for a performance. I use powerpoint files that have varied transitions and animations. I have a few students that require support when it comes to reading. Presenting the new song using the computer program and LCD projector allows me to draw in the students visually that may not be strong fluent readers.I create an environment where the student with the disability isn't afraid to perform.
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Mary McGinley Posts: 3
9/27/2019
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One strategy I can use in my classroom is peer partnering. I frequently do group projects in my classroom. Students with disabilities are integrated in all groups. They are able to receive help from their peers, and I am able to cycle through the classroom to give additional supports.
Another strategy I use in my classroom is learning centers. When I work on recorder karate, I have the students in groups practicing different skills around the room. This allows my students time to focus on tasks that may be more difficult for them. My students with disabilities get additional time to work on these skills that they may otherwise not perform well. They also are able to work with their classmates in a quieter, small setting, which could be more comfortable.
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Sarah Hoyos Posts: 3
9/30/2019
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I currently have a student who is visually impaired. Because of her disability, I have used a program called note flight to input most of the music we do in class. She is able to listen to her musical example, and plunk out her notes based on what it tells her to do. There are times I will have the melody played audibly and she plunks it out. Other times, I have it read to her the specific notes and she is able to play it after being given the notes to play. She is able to see enough to see the written notes on the keyboard, but if she was not able, I could use puffy stickers for her to feel the names of the notes.
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Marc Smith Posts: 4
10/5/2019
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In addition to explaining how key signatures are determined, I use mnemonics to help students remember the key signatures. See no "# or b's," you are in the key of C. The order of Sharps are Fat Cats Go Down Alleys Eating Bread. The order of Flats are the sharps spelled backwards, or spell the word BEAD - Great Chicago Fire. The word "Flat" begins with "F," therefore, 1 flat in your Key Signature is "F." It is the next to last flat in all the other Key Signatures.
The second strategy is using Computer-Assisted Software with iPads to have the student do drill and practice identifying the key signatures. MusicTheory.net works well for this.
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Jocelyn Escobar Patterson Posts: 3
10/8/2019
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One Strategy I can use are graphic organizers specifically the semantic map. This can help my students make connections between concepts and our vocabulary. For example if we are focusing on Expressive elements, students can connect previously discussed vocabulary and concepts such as tempo, dynamics, style, mood, and etc to the new concept expressive elements. I believe this would help my students with disabilities in being able to connect previous concepts and vocabulary we worked on to see the bigger picture.
Another Strategy I can use is task analysis cards, using task cards with my students with disabilities can help them break down the task into smaller bites and give them the overall outcome of where they will be at the end. For example the Recorder they start with counting the rhythms but they can see that by the end of their task car they will be playing with little mistakes.
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Julie McFarlane Posts: 2
10/11/2019
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One strategy that I currently use in my classroom of keyboard students is learning centers. I like to take about 6 students in a 45-minute class period, and rotate between them, as they are practicing their current songs ("piano karate") challenge levels with headphones at their own personal electric keyboard instrument. Students that are a little more shy and reserved may request that the other students leave their headphones on as they are "playing off" their musical piece for me, whereas other students may desire for an audience and allow other students to hear them play and provide encouragement with a round of applause at the end. This allows for self-expression and personal preference each week, and may adjust as to the child's feelings that day or confidence levels during the learning process time. It also builds familiarity within the group. Having learning centers provides me with the ability to teach multiple students at once, and circulate between them providing one-on-one attention when necessary to aid in the learning process.
Another strategy that would be useful with my younger (Pre-K, K, and 1st grade) guitar students is peer partners. I like to utilize chord buddies on the Rogue 7/8 size guitars to get my littles started with strumming, feeling the steady beat, and building strength in their fingers and thumb on the other hand. (I'm saying "other hand" because I do have some lefties, and I've bought some left-handed guitars for that very purpose of accommodating the natural way of feeling rhythm for these students!  One child can sit at the fretboard (chord buddy) and practice pushing the color-coded buttons as we change chords in the song, while the other student may practice strumming the strings over the sound hole with a steady beat. This is a great strategy to utilize all the way through for students with disabilities who have any challenges with processing and assimilating multiple activities at once.
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Kayla Briggs Posts: 2
10/18/2019
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I have used Computer assisted instruction in my classroom. I found an app on the iPad called Rhythm Cat. This app lets students tap rhythms and beats along with the program. It is a fun way to help them learn to count notes, measures, rests and keep a steady beat. If you do not tap the correct rhythm or beat, you will not advance to the next level that will add on a new note, or time signature. It is a great way to make sure the students are capable before they add a new skill. Another strategy that I have incorporated into my lessons is Mnemonic Instruction. We use Mnemonic instruction when it comes to learning the note names on the staff. I teach them FACE is for the space notes, and Every Good Boy Deserves Fudge for the line notes. I even let them create their own sayings for EGBDF and a lot of students remember the silly sayings they come up with easier than Every Good Boy Deserves Fudge.
I have a student who is non verbal. He cannot tell me the answers to questions like is the music you hear slow or fast? Was that song loud or soft? My whole school has smart boards in their rooms this year. I am able to put pictures up on the smart board for him to look at. As we are listening to the music, he can tap the snail (slow) or the hare (fast), or the whisper picture (soft) or megaphone (loud) to let me know which answer he thinks is correct. Using my smart board this year has been very helpful in communicating and assessing this particular student.
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Sherry Hall Posts: 3
10/18/2019
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The first strategy I can use in my classroom is cooperative learning. This should be especially helpful for those with behavior disorders. I can pair a student who is struggling with a student who has mastered the concept (making sure the two get along) and allow them time to work together to help the struggling student understand the concept. For example, if a class has been working to play a melody on a xylophone and a student with a behavior disability is acting up, I can asses the group as a whole and partner the disruptive student with another who can help.
The second strategy I can use is self reflection. I have a student with ODD who acts up when he has any attention, positive or negative, directed his way. If I ask the class as a whole, reflective questions, it would allow him the opportunity to think and assess himself without having attention drawn to him. He would think of his own answers to the questions, figure out the problem he needs to fix and create his own strategy for fixing it.
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Kristina Benson Posts: 3
10/21/2019
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One strategy that I can use in my classroom is learning centers. Learning centers provide a great opportunity for students to either work in groups with students that are on the same level as them or work in groups with multiple levels. Creating groups with students all on the same level would allow students to work at their own pace and would provide more complex tasks for students that are progressing faster. Working in groups with multiple levels would allow for student leaders and may have a similar effect to peer partners. Students may be more receptive to feedback coming from their peers rather than a paraprofessional or teacher. Learning centers could be used in lessons for learning to play recorder, learning to read note names and in composing. In all situations, students could work with their peers in order to advance their learning. Learning centers could also provide me time to work with small groups as one of the rotations.
The other strategy that I can implement in my classroom is task analysis, specifically chaining. Task analysis is a great way to learn new songs on recorders and other instruments. Students can begin with a small section of the song and clap the rhythm first. Then students can clap the rhythm while saying the note names out loud. Students then can say the note names out loud while "fingering" the notes on their recorder or using "air mallets" on barred instruments and the final step would be to play the song. This strategy can help students of all abilities break down a song into simpler tasks. It can also provide students with steps that they can repeat if they need more practice before progressing to the final product.
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Meredith Barnes Posts: 3
10/23/2019
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I would like to use the use of Tiered learning in my classroom. My school has several exceptionality units and this strategy would be very helpful. I will use this when formulating questions for listening assignments. My 4th and 5th graders are studying the orchestra so they can attend the yearly Young Peoples’ Concert and listen to the repertoire we have studied in class. I can have them think about the following questions during the listening portion and answer tiered questions when the piece is done. This will directly improve the critical thinking skills of the students at their own learning level.
Tier 1 Question: Use instrument cards to match what instruments you heard.
Tier 2: Question: Identify the form of the piece of music and which instruments were represented in each section.
Tier 3: Describe the mood of the piece of music and how the instrument timbres influenced the mood.
I already use and will continue to implement Task Analysis. I have a close read music poster that breaks down the steps of reading/notating music.
Step 1: Clap Rhythm
Step 2: Line or Space
Step 3: Count lines or spaces
Step 4: Use trick – Even Garfield Buys Dog Food and FACE
I have also made placemats that are in Portuguese and Spanish for my ELL students. I plan on making a placement for the students with exceptionalities to use that has visual aids and the steps demonstrated. The placement helps so much when having them notate with partners. I have found the biggest struggle with most students to be not understanding what a line vs. a space looks like because they are written so small in music. By showing them with large pictures and comparing them to shish kabobs and smores they seem to pick up the difference very quickly. The visual aid and step process has significantly sped up student music reading comprehension.
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Erin Coatney Posts: 3
11/12/2019
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The first strategy I would like to implement is cooperative learning. I have class teams (named after the families of the orchestra) and I would like to utilize these more to increase student participation. For instance, these learning groups could be used to discuss a listening example instead of discussing whole group only. This way all students get a chance to share out.
The other strategy I would like to implement would be discovery learning. So often, I focus on teaching the students how to play an instrument correctly instead of allowing them the chance to explore and figure it out themselves. So for instance, with the recorder:
Describe it: What does the recorder look like?
Compare it: How does the recorder compare to the xylophones? What similarities do you find? What differences?
Associate it: What music have you heard with recorder? What other instruments does it remind you of?
Analyze it: Describe the parts of the recorder and what it is made of.
Apply it: How do you make beautiful sounds on the recorder? What do you need to do with your body (mouth, air, hands, fingers) to make beautiful sound? Is there a song we have learned that you could try to play on your recorder?
Argue for it or against it: "The recorder is a great learning tool for playing melodies!"
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