|
Pauline Latorre Posts: 4
7/27/2020
|
Technology has been a great asset in my class. I have had several students on the autism spectrum that were very sensitive to sound. Even though they loved music, certain activities, like playing hand bells, created too much stimuli for them. One way the class plays songs on hand bells is playing along with Handbell Star songs on YouTube. I have a Promethium Board in my class, so I can display the video and audio so everyone can play their bells. For those students that are sensitive to loud sounds, I put noise-cancelling headphones on and let them and give them an ipad. They are able to play the bell notes using a virtual keyboard. from musicca.com and can adjust the volume so it is comfortable for them.
|
|
|
0
link
|
|
Michelle Smith Posts: 6
7/29/2020
|
Two options I have used in the music classroom has been peer tutors and music notebooks. With the use of the Marzano evaluation system, shoulder partners were extremely effective in helping students with disabilities. I am deliberate about who I partner students with and have conversations with instructional assistants who accompany our ASD students to find a student that may already have a friendship with the student with disabilities. Recorder instruction has really been effective to have "peer tutoring" where the shoulder partner is able to assist the student with specific instruction needed for successful inclusion.
Our school has also implement a specials notebook where we record exit ticket responses, recording of musical knowledge, use of graphic organization instruction, recording and demonstrating knowledge of critiques, creating special music projects, compositions, etc. Students with disabilities have been able to draw pictures, connect with other classmates who can assist with language barriers, and record understanding in a way that is tailored to their specific need. Sometimes this involves cutting out pictures of instruments of classification, pasting in vocabulary, etc.
|
|
|
0
link
|
|
Yanet Martinez Posts: 3
8/4/2020
|
Two strategies that I would like to use in my classroom this coming year will be:
graphic organizers. A graphic organizer is a visual that depicts the relationship between facts, terms, or ideas within a learning task. I could use in the music classroom graphics organizers for teaching students the different instruments in each family of instruments, also the parts of instruments, breaking the parts of a task for example, the steps to set up the instrument, or perhaps the routine to get ready for playing time.
Another strategy that I find very helpful that I will be using is Chaining. Chaining allows students learn and memorize information by chunks or smaller sections. I usually use the call and response when teaching a song to students where I sing a little section or a few words and students sing back to me. I could start from the beginning of the song, or working my way down from the end of the song.
I had a student with autism which was bothered by the loud noises. I had her used the headphones and listened and tap the rhythm of the rhythm pattern that the rest of the students were doing live in the classroom.
|
|
|
0
link
|
|
Jess DuPree Posts: 3
8/5/2020
|
The use of music centers would be a great strategy in offering differentiated instruction to my students. Through various tiered activities, students can accomplish the same goal in different ways. Another strategy that I use within my music classroom is graphic organizers. Within my school, we use various Thinking Maps within the classroom: Tree Map for instrument classification, Bubble Map for parts, etc.
|
|
|
0
link
|
|
Cliff Fouts Posts: 3
8/7/2020
|
For students with visual impairments I have used the Smartboard in the past. Using the Smartboard and the accompanying Notebook software allows the students to touch and manipulate what is on the board. While peers are using smaller manipulatives, VI students can be similarly engaged doing the same activity, but have the accommodation of the larger images on the Smartboard. For example, if students were practicing steps and skips using a staff card with bingo chips, a student could be doing the exact same activity, but with a staff page and moveable "Chips" on the Smartboard screen.
|
|
|
0
link
|
|
Amanda Johnston Posts: 3
8/11/2020
|
I have used many strategies in my music classroom to ensure student success. One in particular is cooperative learning. For example, Kagan's Rally coach is utilized when the students use flash cards for review. One student asks the question/shows the instrument then another student answers and then they switch roles. This is done with 2-4 students. Another strategy I use is Mnemonic Instruction to teach the names of the lines and spaces on the staff and to memorize the vocabulary.
|
|
|
0
link
|
|
Michael Hipple Posts: 3
8/12/2020
|
In my music classroom I am fortunate enough to have a Smart Board that projects what is on my teacher's computer and the students can come up to the Smart Board and interact with the screen as if their finger was a computer mouse. Students who may have impulse control issues and I might be hesitant to put a more fragile instrument in their hands can come up to the Smart Board and make the sound of the instrument by touching it on the screen.
|
|
|
0
link
|
|
Julie Blank Posts: 3
8/31/2020
|
Some students have accommodations in their IEP's for reduced writing. Technology will allow me to help meet this accommodation and make the student feel more at ease by using various apps like google forms or multiple choice assignments from google classroom assignments.
|
|
|
0
link
|
|
Megan Murphy Posts: 3
9/14/2020
|
I use a Venn diagram (graphic organizer) when comparing and contrasting dance genres. I have not gotten to use this yet but I hope to have a projector to show classic dance videos for our dance history lessons. I use self critique for all of my students after every performance, Helps to set goals for the next performance.
|
|
|
0
link
|
|
Linda Suppa Posts: 4
10/10/2020
|
I use the letter strategy of mnemonic instruction in my classroom. I teach the notes on the staff and the voice parts using this strategy. We sing a song that goes "If you want to name a treble clef line just say Every Good Boy Does Fine, if you want to name a treble clef space just remember they spell FACE!" For the voice parts we remember Sand At The Beach. Then we sing "soprano is a high female voice, alto is a low female voice, tenor is a high man's voice, bass is a low man's voice." I also use technology to assist in teaching vocabulary. I have leveled my vocabulary by color and created power point shows for each level. These shows reinforce the vocabulary through songs and videos. Students who are struggling with concepts can review and practice vocabulary on the computers. These shows also provide enrichment for students who are ready to move a a faster pace.
|
|
|
0
link
|
|
AmandaCrawford Posts: 3
11/4/2020
|
I use mnemonic instruction to help students remember the lines of the staff. We watch a Quaver video first about the lines and spaces and have a discussion about the ones presented in the video. I mention how I learned "Every Good Boy Does Fine" in school and we model how we would make a new mnemonic device for the same pattern. Then the students have the opportunity to make their own. The form has the staff and lines and the beginning letter so they can see the order and how to compose it.
I also use centers in which students can work together in groups, collaborative learning for some, but also individualized for the students who are on the laptops on Quaver doing assignments that I have given them. This gives me the opportunity to work with a small group working on instruments or singing while the other groups are working in centers.
|
|
|
0
link
|
|
Kristen Lichtenthal Posts: 3
11/11/2020
|
I once had a student who had significant issues with notating and writing. They would become overly frustrated at the idea of having to write answers to a test using the paper-and-pencil format. This became an issue when we needed to assess identifying notes on the staff, which included writing in notes to demonstrate their proper placement. As an accommodation, I used a computer program that used a music game to assess the same skill, as opposed to a paper-and-pencil test. The student loved video games, so they were able to complete the assessment easily, and I got to assess exactly what I needed.
|
|
|
0
link
|
|
James Parish Posts: 3
12/3/2020
|
I had a student who could not use a mouse. He was orthopedically impaired as well as learning impaired. We were able to purchase a computer screen that allowed him to touch his answer choices and write directly on the screen. This allowed him to communicate with others and be assesed on his own.
|
|
|
0
link
|
|
Carrie Brooke Posts: 5
12/17/2020
|
Reflection Strategies: "Discovery Learning" is a perfect way to introduce Latin percussion instruments to my mixed classroom of general learners and students with disabilities. We sit in a circle with one percussion instrument at a time displayed in the center of the circle. We describe, compare, associate and analyze each instrument, then I demonstrate playing the instruments emphasizing musicality and care of the instrument. Next, I invite students to demonstrate for the class in the center of the circle. The culminating activity is to have the full range of percussion instruments arranged in our original outer circle (sort of like individual centers) and have the students move to each instrument and experiment while playing to background music of different genres. This strategy is helpful for our ADD/ADHD students stay focused and manage impulsivity, for our Autistic members to have comfortable, managed sensory experiences, for our learners with orthopedic impairment to try out adaptations for playing each instrument, and so much more!
Breaking Tasks Down: "Task Analysis" helps all learners, but especially those with disabilities. The best example I can describe is teaching the reading of traditional music notation to my Chorus students (sight-singing). For many, reading musical notation is similar to learning another language, and in many ways, it is. By breaking down the task into smaller steps, students of all abilities achieve success faster and more easily. We begin with a single melody line on a single staff, and follow this sequence: Chant rhythms, follow the shape of the melody while singing on a neutral syllable (looking for patterns scale, skip, same), sing the example using solfege syllables, sing the example adding the text. This method can be the key to success for those with Specific Learning Disabilities affecting reading and writing. Pairing with a buddy, using a pointing tool, and using teacher-created, simplified (uncluttered) notation are also helpful accommodations.
Administrator wrote:
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.
|
|
|
0
link
|
|
Sheila Wilson Posts: 3
12/22/2020
|
I've used graphic organizers for a number of concepts. Venn diagrams are effective for comparing and contrasting instrument families (especially brass vs woodwind, which students tend to get confused). For SWD, comparing entire families might be a bit overwhelming. I would have them select an instrument from the families being compared (example: trumpet vs. flute) and provide visuals to help them see the differences and similarities.
I have used cooperative learning strategies for years. One of the most successful was a Kagan strategy, where I have assessed students on their recorder skills and placed them in groups of four with each students at a different level: high, medium high, medium low and low). There were several students who were low and made very little progress in whole group instruction. It wasn't until they started working with a peer, that they made not just a little progress, but rapid progress. I think this would work well for SWD. Sometimes students connect better with a peer and can get more one on one time that the teacher might not be able to give them.
|
|
|
0
link
|
|
Paul Edgeworth Posts: 2
12/22/2020
|
I have been using a wonderful curriculum for our special-needs students: MusicPlayOnline. This curriculum incorporates interactive games to reinforce music theory concepts being taught, such as beat, rhythm, dynamics, and pitch. I have converted my whiteboard into a "smartboard" through the use of Mimio tools. This approach allows our students (most of whom have learning/intellectual disabilities and/or ASD, to grasp the concepts.
|
|
|
0
link
|
|
Jordan Sawyer Posts: 3
12/28/2020
|
In my classroom I currently implement the following two strategies regularly: Task Analysis and Graphic Organizers.
Task analysis: We constantly break everything down to the very simplest of concepts in my music classroom and build back up to what we are seeing or studying. Take a melodic passage, for instance. We will always start with the first step - rhythm; "Can I count this?" Students can answer the question by correctly demonstrating the rhythm. The next step would be "Do I know the note names?" which can be correctly answered by saying the note names aloud. The next step, if on an instrument, is "Do I know how to play these notes?" which students can demonstrate by, out of time, playing each individual note. The final step is putting it together and making the right sounds in the the right way at the right time.
Graphic Organizers: All students at the upper levels in classroom keep a note card organizing note values. This is reflected in several of the visuals hung throughout the room. We use more than rhythmic notation: we will use circles and the principles of division; we will use blocks and the principles of addition; we will use "v" shaped lines and the principles principles of movement in our feet ... all in an effort to organize the various lengths of sounds we use.
|
|
|
0
link
|
|
Donna Flowers Posts: 15
12/29/2020
|
I have a student who is SLD and has some hearing loss. She is in fourth grade. I gave the fourth graders an online lesson on indigenous Indian instruments. Each student was given a set of headphones to use and I gave her the ability to listen to the short informational text as she tracked it with the computer highlighting the text. None of the other students in her class needed this accommodation and were unaware of her use of it. This also helped her concentrate on the timbre of the instruments as she was able to hear the instruments as she watched short videos.
|
|
|
0
link
|
|
Donna Flowers Posts: 15
12/29/2020
|
The student I mentioned earlier has difficulty in reading. She reads at a first grade level. Each student at our school has a chromebook to use and most have their own set of headphones.
|
|
|
0
link
|
|
Rebekah Gaylor Posts: 5
1/14/2021
|
The first strategy I chose was the use of Graphic Organizers like the Venn Diagram. One of the standards I teach is to compare the musical styles of important composers. After introducing the music of two different composers, I would allow students to complete a Venn Diagram to compare/contrast their musical styles. This would benefit various types of learners by allowing them to organize their thinking in a visual way.
The second strategy I chose was Task Analysis. I would have students identify the steps for learning and rehearsing a song on the ukulele. Students could work in groups to create a poster with steps listed and/or illustrated in order. Once students have identified the steps needed, they can utilize their task analysis to complete the task of learning a new song within their small group. This would provide students with the opportunity to break a task into smaller, more manageable chunks as well as have a visual representation of the task to guide/support their learning process.
|
|
|
0
link
|