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Melanie Wyatt Posts: 3
1/8/2018
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The two strategies that I will use in my classroom are:
1 - Peer partners- Peers will assist and evaluate performances of other students during our recorder unit. Students will use a rubric to identify areas that may need improvement. I also will use peer partners with music symbol games and iPad listening games.
2- Graphic organizers- I will use graphic organizers to compare and contrast two pieces of music. I have used this activity with "Soldier, Soldier" and "Lazy John."
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Dustin Burgess Posts: 3
1/26/2018
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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.
- In our school, every student 4th - 6th grade has an iPad, so I switched all of my written exams from paper tests to the iPad. By doing this, students that need test questions read to them just bring their headphones and the questions are read for them. The internet platform that we use in our district is Schoology.
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Adam Koppin Posts: 3
3/8/2018
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I have use the Mnemonic devices to help memorize classroom rules. MUSIC is an acronym for 1) Make good choices; 2) Use good manners; 3) Speak, sing or play only when given permisssion; 4) Involve yourself in all activities; 5) Care for all of the instruments. As well as using a mneomic device for the rules, I have implemented whole brain teaching movements to go along with them. Early in the year, students will struggle to remember the rule, but will remember the motion, which helps to bring it to mind.
I also have used Chaining to teach younger students new songs. I sing a song and ask them to tell me what the last word was. The second time through I allow them to sing the last word with me. Then I will ask what word rhymed with whatever the last word is, and then give them permission to sing both of those words. I'll continue by asking context questions like "Where did the bear get stung?" (On his knee) and then give them permission to sing that word too. By that point the students have heard the new song about 6 times, learned all of the words, and can sing the whole piece.
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Erin Brunelle Posts: 3
3/26/2018
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In my classroom I have two students that are unable to hold a pencil due to their disability. I do a lot of composing in my classroom with paper an pencil and I at first used Peer Partners to work with these students. I really wanted to find something that would make them feel more independent during this assignment and finally did on the website musicplayonlin.com. I now let my students compose using their staff tool, as well as their rhythmic composition tool. This allows students to drag the notes to the places they would like and compose their own melody or rhythmic composition. My students love it and are so proud that they are also able to compose independently.
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Scott Firestone Posts: 4
3/26/2018
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I have had autistic students that blow too hard into the recorder. In order to have them play correctly and control their breathing, I recorded them playing the practice exercise/song and then provided the student with corrective feedback while listening to the recording. The students were excited to hear themselves and able to recognize and correct their mistakes after hearing how harsh their tone actually was from blowing too hard into the recorder. They were very motivated to be recorded again so that they could perform the music with a good tone and steady breath.
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Heather Tillis Posts: 3
3/29/2018
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The first strategy I immediately saw an application for in my class was "Differentiated Assignments". The example from the text itself, where they break down the steps of learning to read notes on the staff into 5 different assignments, I already see myself using with ALL my students that are struggling to read notes on the staff when we are playing recorder pieces. I also thought that this strategy could be very helpful in teaching my autistic students that are greatly struggling to play recorder along with their peers in class. Going forward I think that it could be beneficial to my autistic students, as well as all other students who struggled to understand how to play recorder, if I were to split the steps of playing the instrument into smaller assignments such as:
- Assignment 1: Learn how to place fingers in correct position to play the note B on the recorder. Then practice a variety of different rhythms playing the note B.
- Assignment 2: Learn how to place fingers in correct position to play the note A on the recorder. Practice a variety of different rhythms playing the note A.
- Assignment 3: Review how to place fingers in the correct position to play the note B and A. Practice moving from note B to note A, and then note A to note B. Have students echo 4 beat patterns using notes B and A to practice moving from note B to note A.
- Assignment 4: Learn how to place fingers in correct position to play the note G on the recorder. Practice moving between notes B, A, and G by echoing 4 beat pattern sung by the teacher using the 3 notes.
- Assignment 5: Review how to place fingers in the correct position to play the notes B, A, and G. Learn how how to play the song Hot Cross Buns.
The second strategy I could see implementing, especially for my EBD students, is centers. For instance, when we discussed instruments of the orchestra, each student or pairs could be engaged in different activities to learn about instruments such as:
- Below standard: Instrument bingo - student(s) work with teacher. Teacher calls an instrument name and student(s) find instrument and mark on card. Game continues until Bingo happens.
- At standard: Instrument sorting - student or pairs work to sort cards with instrument name and description into 4 families of instruments.
- Advanced students: Listening station - student or pairs listen to recording to aurally identify short sound clips of various orchestra instruments.
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Jenifer Carter Posts: 3
3/29/2018
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I have a student in 1st grade with Spina Bifida. He is usually out of his wheel chair during my class. When we do our carpet activities with the SMART board, I use a telescoping pointer so that he can reach the board from the floor without assistance. I also have a scooter from PE that he uses when we are doing dances and other choreographed movements.
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Fotini Panagiotouros Posts: 6
3/31/2018
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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. Share your response in the threaded discussion.
First strategy I use are Venn Diagrams. For example, when we compare a piece of music, but two different arrangements/styles we use Venn Diagrams to display the characteristics, tempo, dynamics, ensemble, etc. of each piece.
Second strategy I use is Self-Evaluation/Reflection when introducing new music or discovering new music in our lesson. We generally compare what is similar or different in regards to rhythm, melody, tempo, etc. and label it. We also discuss ways to improve our performance and self-critique.
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Carol Pollock Posts: 3
4/2/2018
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Two strategies that I intend to use (or currently use) are learning centers and peer partners.
The first strategy I will use will be learning centers. I have previously used centers before, but at a smaller school (where the numbers weren't quite as large!) I would like to take on the huge task of implementing them at my current school. Although there are many skills that need polishing and practicing, one of the biggest ones that I have observed students needing is naming notes on the staff (which, to be honest, is a challenge for MOST of my students). In addition, I have previously observed that my ESE students do well in centers/small groups because I am able to work through more complex tasks with them individually or they are able to work with a small group and spend more time on a specific skill that is much easier and more comfortable for them at their own pace.
The second strategy I currently use is peer partners. I have noticed in the past (when given a good initial set-up by me) that fellow peers make the best instructors/tutors for students that need additional/different strategies. As long as I choose pairings carefully, the success rate of my ESE students at better understanding the presented materials really soars!
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Neus Sastre Posts: 2
4/3/2018
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Two strategies that I use are task cards and task analysis:
Task Cards: it works very well when in the same class I have many students with different learning needs. Working in centers in small groups helps them to be more focused, and students can work according to their level and needs.
Task Analysis: breaking complex task assures the teacher that all students follow the basic steps. This strategy could be used when playing instruments (xylophones). First we read the music and learn the song. Before jumping to the xylophones we review the technique to play the instruments, and we practice the rhythm of the song with an invisible mallet. Then we jump to the instruments and we practice with our fingertips so we locate all the notes we have to play. When we play with the mallet we split the music in different parts and we learn little by little.
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Pamela Nulty Posts: 4
4/4/2018
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I sometimes have students with a degree of hearing loss. I sit them in the front of the room and when needed provide them with a partner who can track where we are in the music using a smart board.
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kevin tindall Posts: 3
4/5/2018
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My school is using Tiered Lesson approach so that adjustments can be made within the same lesson to challenge students at their appropriate ability levels. Here is an example of one of our plans using the Tiered Lesson Concept:
Grade level: 5th 4th 9 weeks
Standard: MU.5.S.3.3 Perform simple diatonic melodies at sight.
Topic: Performing Melodies
Learning Goal: I can perform simple diatonic melodies at sight.
Essential Question: Why did musicians begin notating music on a staff?
Learning Check: Teacher Observation
Learning Objectives:
TIER I: Students will echo simple diatonic melodies using voice or instruments.
TIER II: Students will identify pitches on a staff.
TIER III: Students will read and interpret traditional notation in sequences of short diatonic patterns.
TIER IV: Students will sing and/or play simple melodies written with traditional notation at sight.
Procedures:
Teach “Green Sally Up” by echoing.
(Teach them hand jives.)
Teach children the following clapping pattern: Right, clap, left, clap, both, clap, down clap.
(Claps come in between the beats, giving a jazz-style “Backbeat”.)
Sing “Green Sally Up” while the class provides clapping accompaniment.
Show students color-coded lyrics on PowerPoint.
Go over BAGE on recorder by echoing.
Introduce D.
Show them how to play the first phrase.
Ask them to figure out how to play the second phrase.
Show them how to read from the traditional notation.
Add Orff instrument parts to accompany melodies.
Assign students to play recorders, Orff instruments, and hand jives.
The Cubing Strategy game is another way to enhance this lesson. The six students explore the topic from six perspectives. Each teacher could make cubes for the students at different tiers. Tier I/II can use cubes with concrete prompts while Tier III/IV students at higher levels of readiness can use cubes with more abstract prompts.
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Kristen Lewis Posts: 3
4/11/2018
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Two strategies I can implement in my room are graphic organizers and discovery learning. Graphic organizers such as Venn Diagrams would be wonderful tools to compare and contrast songs or pieces of songs. We could do it together on the board and students can do it on their own or in small groups.
Discovery learning would be great to incorporate in the music room. Putting instruments or music in front if them and just observe and discuss. This would be wonderful for students with disabilities because a wide variety of responses is acceptable. It would even benefit in keeping the students focused and excited about learning.
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Jessica Barker Posts: 3
4/12/2018
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Two strategies that I can implement:
1) Mnemonic Instruction - I can use this tool to assist students in learning the letter names of the Treble and Bass Clef or the strings of a Ukulele. Students can create sentences or words that are associated with each line, space, or string. Students could create a device together as a class, in small groups, or individually.
2) Story Maps - I can use a Story Map to help students organize the story during our "Peter and the Wolf" Unit. The piece of music is rather long for primary students to hear in one sitting. A story map would certainly help to engage students and organize the sequence of events. This would be useful to pull out and review each week before diving deeper into the Unit.
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Katherine Rafalski Posts: 3
5/2/2018
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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. Share your response in the threaded discussion.
1. Note Card groups- I can use this tool to create centers for the students to work at. This way I can work with small groups or pair my students who need extra assistance with students who understand. I can use this with a describing the music lesson. One group could use words to describe, another a picture, another area could create a dance, and another area could do a written thing.
2. Mnemonic instruction--I would use this for the treble or bass clef notes or even for the strings on a ukulele or violin. I would have the students come up with their own ideas as well as teaching the original as I find they remember them better if they do.
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Tamara Castellon Posts: 3
5/2/2018
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
1. Task Cards - Can be used to guide students in analyzing/determining the form of a song.
2. Cubing - Can be used to ensure that all six levels of knowledge are being addressed.
- 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.
I have used classroom iPads with differentiated material to assist EBD students in demonstrating their knowledge or practicing material in a way that is more meaningful and engaging for them.
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Bruce Scott Posts: 3
5/6/2018
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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.
While using CAI (computer assisted instruction) with my Music Engineering class, I discovered that Ricky was having difficulty using a standard computer mouse. He is confined to a wheelchair and has limited hand movement. I ordered a joystick and installed it on his assigned computer. His experience and success were greatly enhanced.
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Phillip McReynolds Posts: 2
5/7/2018
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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 teach doubles with ESE and regular grades. These are general ESE, lower learning, minimally speaking students who don't often answer questions. The Almeida computer program "Music Madness" works very well for this combination. Combined with the SMARTBOARD, it proves most of the ESE students are just as capable to find music solutions as the regular grades. For primary, the matching penguin activity is a great sound memory activity with audio percussion examples. For the intermediate, with possible extra review for the ESE class, all students can participate well in the football frenzy game catagorizing instruments to instrument families. They can also be in teams fused together, with each team helping their individual teammates answer the SMARTBOARD questions.
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Crystal Pekoe Posts: 6
5/11/2018
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Two strategies that I can implement into my classroom are: learning centers and graphic organizers. I am really interested in implementing learning centers into my classroom. This would be a great strategy to group my students into groups that they will be successful in and then they can work at their own pace. I have noticed that there are several units in my curriculum that are difficult to teach in the whole group setting. For example, Recorder. I find that teaching Recorder is a unit that my students are all at many various levels on. Some pick it up extremely fast and are learning the Recorder Karate songs on their own, while others are still struggling to read the notes and associate the notes with their fingers. Learning Centers would be such a great tool for this. I could put students in a center to work on reading and identifying notes, another center could be learning the Recorder Karate songs, another center could be with me to help students to get one on one help with the Recorder. This would especially be great with my students with special needs. These students would greatly benefit from my help with getting the fine motor skills down and blowing softly. Also, this is a great strategy for my students with special needs because it will help them to develop their social skills by working with their peers.
Another strategy that I can implement into my classroom are graphic organizers. Graphic organizers would be a great tool to use to help students to process and store the information we are learning. For example, Instruments of the Orchestra, Voices and Form would be great units to use graphic organizers with. The students could organize the information about the instruments of the Orchestra into a graphic Organizer. They could organize it based on the families of the Orchestra and list characteristics of each family as well as the instruments in each family. Through writing this down in a graphic organizer and visually seeing where the instruments go, this would help all of my students to not only process what they are learning, but also to retain it. The graphic organizers would be especially great for my students with special needs, because of the organization and visually seeing where the Orchestra instruments fit into each family.
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David Norris Posts: 3
5/11/2018
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I have a SmartBoard in my classroom and use it as a way to utilize technology as a tool. As an example we might do a group activity on steady beat utilizing a variety of rhythm instruments (large group assessment). Then I will do a similar activity but separate the rhythm instruments by type nad assign each instrument a different rhythm (small group assessment). Following that I will have an activity (game) on the SmartBoard that each student has to come up and successfully complete (individual assessment). With the SmartlBoard the student is given great flexibility to complete their turn at the game.
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