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Elaine Ashley Posts: 3
5/30/2022
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I used learning centers over the past few weeks which allowed me the opportunity to work with 4-5 children on the ukulele. Everyone had so much fun working independently! The smart board was very engaging for a team game and allowed for peer assistance learning note values, student computers allowed them to watch a short video and then answer questions on a worksheet (which we later discussed as some struggled with this), students played musical twister to learn names of rhythm notes and others were on ipads doing ear training games or reading about Reggae music. We followed up with a class review of rhythm flashcards to check for understanding.
After our concert, we did self-evaluation and reflection with questions about the experience. It is always interesting to hear their perspective and share that with their parents as well. I have also asked students, "If you were the teacher, what would you say needs work on this?" and they love to make suggestions.
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April Laymon Posts: 5
6/15/2022
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I carefully crafted a recorder lesson using TIERED LESSONS, with multiple student entry points for varying abilities/experience in mind. Not only did the class have multiple academic levels, but also was a dual-language class with many levels of English fluency, including students with almost no English language learning. These strategies were INCREDIBLE for the ESOL kids as well as my students with learning disabilities! I broke down a recorder piece, and included three different tiers of difficulty for each line of the song. I modeled each line, then we played together multiple times, then they practiced as a group. First we would practice the process of the "on level" line; then the simplified "Needs support" line (with a simpler rhythm); and finally, we processed our way through the "Challenge" line (harmony), for the advanced students. I circulated through the classroom, assisting as students had time to practice in SMALL GROUPS. As a class we listened to each group, and offered IMMEDIATE CORRECTIONS AND FEEDBACK. Then we assembled the parts together, and played as a large group. It was incredibly successful, and the students felt very accomplished at the full sound it created.
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Mry Karbowski Posts: 3
6/22/2022
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Option 2:
I have a student in my class who is hard of hearing. So, in order for them to be able to participate and enjoy the class I use technology , an iPad and headphones and give them a powerpoint presentation with the music and words playing so that they can adjust the volume for themselves and be able to identify the rhythm and tempo of the piece. I have also had them use a learning center where they can use a drum and tap out the beat that they hear on their iPad. I have also had other students who are not hard of hearing do these activities and it does help them to focus in class.
edited by Mry Karbowski on 6/22/2022
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Ron Lambert Posts: 6
6/26/2022
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My favorite strategies and mainstays in my teaching daily, weekly and on an annual basis are Task Analysis and Chaining. Because my performance arts calendar is full of looming concert dates, evaluations and competitions, shared complex goals of all members of my class have to be broken down into a series of small pieces and put into sequence. Once those are mastered, chaining them together - building off of successes I hope to paint a broader picture of the performance, and then implement variations in the chaining process such as rehearsing from beginning segments to end segments, and then ending segments to beginning segments to create continuity rand eally tap into not only existing knowledge, but outcomes possible when solid fundamentals lead to advanced performance. A perfect example is taking off for movements of a Marching Band show and Learning the music phrase by phrase, applying written notes above the music that show how the visual phrases match up, then asking the students to reflect and evaluate their personal performance, not only executing the task of organizing their work, but applying the strategy to increase their achievement.
--
William Ronald Lambert
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Jennifer Karol Posts: 3
7/25/2022
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- 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.
I was able to get 3 iPads for use in music. Thankfully, we have a great curriculum that we use that can be used on the iPads. One specific activity I worked on with my students that are in a lower level special needs class, was identifying instruments and categorizing them into their families. We first identified the instruments based on their characteristics then worked on putting them in the correct families. With the iPads students that need extra practice are able to work on it individually. To them, it's a game. They get immediate feedback and can get much more practice on their own than what I can do in whole group or small group.
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Sandra Haag Posts: 3
9/1/2022
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When students with certain IEPs need time away, are too stimulated, or need time to themselves, I will put them on a computer and have them work online on the same concept I am working on in the class. Quaver is a good example of an app in which I teach the class as a whole, but students can also be learning on their own. I can see how the student is progressing. When they are calm or they can join the group, I assess them along with others. It seems to work really well and the students enjoy it.
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Norman McCorvey Posts: 3
9/20/2022
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Within the classroom, I have allowed the students to bring their iPads/laptops to music class in order to play a "game." In reality, it was for them to memorize a song they have been learning and will be performing. It was enjoyable for my DHH students as it did not require any speaking/singing/listening skills, but rather reading and recalling. I use Blooket as my gamifying of learning-- though I could also use Quaver as well.
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Melissa Voshell Posts: 3
9/26/2022
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Option 2: I have used Mimio pens to encourage my students to interact with content on my big screen. They like seeing that they have control over the choices in front of them and most of the time, the curriculum I use (Quaver) will play back their creations. I have also transferred interactive screens from this program on to iPads so that students can have their own personal device to work with the program. I can move around the classroom and assist those who need extra support, especially if the para is busy working with other students.
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Andrea Clemens Posts: 3
10/3/2022
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The first strategy that comes to mind in which I incorporate for upper elementary students is using mnemonic devices to memorize the letter names of the lines and spaces on the treble and bass clef. This strategy helps students with learning disabilities to have a methodical and FUN way of retaining important information needed to read a musical score.
The second strategy I incorporate frequently when playing instruments is small group instruction. I am able to tier instruction based on the student's varying ability levels. The individual students feel more successful when the challenge they are given is achievable! My students with disabilities can be groups with students who are achieving goals at a similar level.
I currently have a class set of IPADS that allow for students to work at their own individualized pace to achieve the goal at hand. More students are able to have a greater sense of accomplishment when the pressure of "time" is taken away when working towards a learning goal.
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Armando Loney Posts: 3
10/19/2022
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I use Blooket in my classrooms to allow students frequent response opportunities. I have also use tiered lesson when teaching Orff assignments. Allowing students to focus on rhythmic elements of the melodic line first then translating them to the bars on xylophones, etc.
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Susan D Backus Posts: 3
10/19/2022
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The first strategy I can implement is the semantic map graphic organizer. I would have students write "elements of music" in the center circle. Then students would write the words dynamics, tempo, melody, harmony, form, rhythm, texture and timbre in the small circles around it. This will especially help students with learning disabilities process information more easily than using plain text. This could also be helpful for non-verbal students who could point to the correct answer when asked what word fits a definition.
The second strategy I can use is grouping practice peer partner. When playing tubano drums, I can have a rhythmically strong student sit next to a non-rhythmic student to help the student with the disability play correctly by modeling the rhythm. I would instruct the student with the disability to keep their eyes on the hands of the peer partner and match that person as closely as possible.
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Frazier Lima Posts: 3
12/2/2022
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Two of the strategies discussed that could be implemented in my music classroom. First and in my opinion most important is Peer Partners. If you consider how often students love to "turn and talk", it is the same in the music room. It allows them time to read, play or practice a measure of music with a peer - analyze anything they need to correct and self evaluate. Then, they are able to get their "nerves" out of the way with a trusted peer before playing for the class or with the teacher. This would benefit students who struggle with anxiety and performance perfection. It allows them to see that their peers have some of the same challenges as them and that perfection may never be achieved. It also allows them to use their talents and what comes naturally to them to help others by explaining in their own words. This is the highest step of critical thinking and what teachers desire to see. When a student can teach the objective, they fully understand.
Another of these strategies that I think is most beneficial is small groups. I often use Chaining to help assist students with memorization of songs, especially if they are in foreign languages. However, in a small group, students could assist each other with a variety of tasks based on their skillset. One student who excels with writing, may assist peers with how to draw the notes. Another student may excel with rhythm counting and math and be able to assist students with writing a rhythmic example on paper. The group together is able to solve problems such as too may beats in a measure or specific notes not fitting in a measure together. Then, they are able to present to the class when they feel they are confident to share as a group.
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Frazier Lima Posts: 3
12/3/2022
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An example of adapted assessment that I have used in the music room is technology to provide larger font for students with reading and visual impairment. I also allow them extra time because some students are unable to process quickly. Many of my students are English language learners. I currently have a Russian student and we have 3 words that we understand. She would cry because she longed to play the instruments like other students so I had to quickly create a way to engage her. I used visual graphics to provide her specific notes to play a melodic ostinato at the bass bars. This required less precision but allowed her to play, have a special role in performing and acquire music literacy at her own pace. She now is "all smiles" because she is just as important as everyone else.
I also include Immersive Reader in assessment and reading assignments to read aloud to them if they are unable to read. This technology also helps when flyers are sent home if their parents are unable to read to them. I have also added translator applications for classroom and home information. An example is a Spanish speaking student who's parents are unable to read English. We can translate performance information into various languages to serve this family and others; Arabic, Kurdish, French, etc.. This has proven effective by increasing performance attendance and parental appreciation.
I also have a student that is autistic and he is musical and creative. He will not follow a melodic example exactly at times but I have heard him humming along on occasion and it is in harmony with the examples we are learning. This let me know that he is very much "in tune" with music but just needed the opportunity to be part of the ensemble. The bass bars allowed him to engage in a song while keeping the harmonic structure without the intensity of the melody. Later, he engaged with the melody but preferred playing it on the recorder. I was amazed at all the he accomplished but assessing him took time to realize his instrument preference and give him choice.
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Donald Stambeck Posts: 3
12/26/2022
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- Use of technology through the application Pickler to assist in student assessment.
- I assign the students a seating chart
- Place a QR coded sheet at their seat.
- Enter students name into an Excel file associated with their seat number
- I ask the question and students hold up the QR coded sheet. labeled A.B.C.D. in rotation
- take a photo of the class and the app records the students responses.
- 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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Donald Stambeck Posts: 3
12/27/2022
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utilize Plickers program to quickly assess students..
once the program is set up it appears that it will load the student response from a photo.
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Melissa Nunez Posts: 3
1/13/2023
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In our school district all of the students have access to a digital course management system calld canvas. Canvas gives me the opportunity to have available all of the resources and materials that were used in the class that day as well as supporting materials that may help each student achieve different skills and levels at their own pace.
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Donna Wilson Posts: 12
1/27/2023
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I like to use Graphic Organizers and Thinking Maps to help students break down and organize information in a more manageable chunks. I use Story Maps for helping students remember the important parts of a story song, Venn Diagrams for comparing two pieces of music, and a Tree Diagram for breaking down and classifying the sections of an orchestra and listing the main instruments in each section. I have found the Tree Diagram very helpful because it helps students to focus on one section at a time and not get overwhelmed by too much information.
For students who need extra supports in learning to play an instrument, I use Peer Tutors, except that I call it Partner Playing so that students are not singled out as needing more help.
I would like to use the Cubing idea in the class. It seems like a fun way to sneak in some higher order thinking skills for all students.
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Donna Wilson Posts: 12
1/27/2023
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Along with the task analysis, I like to make sure those steps are posted on the wall, nice and large for reference. My students that have issues with memory know they can look up and find the task broken down by steps and in order. Ann McFall wrote:
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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Donna Wilson Posts: 12
1/27/2023
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What is the name of that recorder app you use? Ivy Hernandez wrote:
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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NICOLE GREGGS Posts: 3
1/28/2023
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Our school has many students with special needs, over 30% overall, I believe, since we house 4 EBD cluster classes in a school of about 560 students. One way I have used technology to meet the needs of all my students with disabilities in my music classroom is to give music quizzes online on Canvas, rather than on paper. I can record myself reading each question with answers for those who have difficulty reading. Correct answers are set to appear after the quiz is submitted, and students can then see what they missed and why. I set up each question to show either "good job!" or give the reason WHY a selected answer choice was incorrect. I set the quiz options so that students can then retake the quiz up to 3 times (or sometimes unlimited times) to achieve their best score. I like that kids get immediate feedback when they finish the task, as opposed to having to wait 4 school days for the next music class to find out how they did. Also, the computer grades and records achievement, saving me tons of time. I have found all of my students enjoy and learn a lot from this approach and do not experience test anxiety nearly as much as with a one-time pass or fail test. They see it as more of a game. Although a few cheat by memorizing answers, overall when I double-check scores by having student conversations, most of them have truly learned from the experience.
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