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Julie Taylor Posts: 3
4/23/2020
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One use of technology example that I use in music class is: for one of my students who has hearing loss, I wear a mini clip-on mic for his cochlear implant. He sits towards the front of the classroom and I make sure I am looking at him or facing him when I am teaching or speaking. When we are listening to music, I make sure the mic is closer to the music source.
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Matthew Swickey Posts: 3
4/29/2020
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I had a 4th grade student that was visually impaired in addition to processing problems when reading. When it came to learning the note names of the treble clef she was struggling. I have several old computers that I personally own and have loaded Music Ace on. Buy giving her time to work on Music Ace as a station with not reading and note names she was able to become much more proficient. This gave her the ability to work at her own slower pace, get instant feed back and be close to the reading screen. I was able to blow up the program to make it larger.
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Roxanne Simpson Posts: 3
4/30/2020
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One strategy is Learning Center. Create a differentiated center to accommodate students with disabilities. At the center, students can play patterns on non-pitched percussion. In the center, the blue flash cards will have simpler patterns, green flash cards will have middle-of-the-road patterns, and pink flash cards will have more challenging patterns.
Also, I can use Task Cards. Create musical symbol task cards. Students play the Scoot game. Students move from chair to chair answering a different card each time. Students will begin the game at their desks with whatever numbered Scoot card is on the desk. All students move in the same direction from one desk to another. Students will write the Card Letter, Card Number and their answer on their Recording Sheet. Practice procedure so the students know what to do and give them ample time.
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Alexandra Lopez Posts: 3
5/1/2020
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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 the needs of a student with a disability.
Strategy #1: Chaining:
I have a lot of ELL students in my school. Many love singing but struggle with the vocabulary of the songs in English. I love the idea of chaining the lyrics to allow them to respond one or two words at a time. This I think will keep them engaged in the lesson, and improve their language learning!
Strategy #2: Mnemonic Instruction (Keyword Instruction):
I also have a lot of ESE students who struggle with memory and information retention. I think the more I can relate my music vocabulary words to one another, the more effective they will be at remembering it. This year I would like to incorporate a song to help students remember the 4 Elements of Music.
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Antionette Schenck Posts: 3
5/5/2020
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One strategy I could potentially implement in my classroom would be story maps. Most of the time I'm asking basic questions about the story but to actually use a story map and have them explain/write what's happening at the beginning, middle, and end will help them comprehend the story and also reassure me they are paying attention and not just listening to me read.
Another strategy I see myself implementing in my classroom is peer partners. I have a cluster of ELL students so I find that pairing them with another student helps them stay focused/motivated to attempt the activity.
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Mary Wester Posts: 3
5/7/2020
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One strategy I use in the music classroom is peer partners. In grades 3-5, I write a familiar melody on large index cards by phrases (Twinkle, Funga Alafia, Frere Jacques). Then I pair up the students according to ability level to put the melody together sharing an Orff instrument. I check the order of the melody and once they have put it together correctly, the pair comes up with a way to play it for the class. Sometimes it is phrase by phrase, sometimes half/half or either they play the whole thing by themselves or together. It gives the struggling student a chance to perform without the burden of doing the entire melody. Then it gives the opportunity for the more advanced student to also perform and have a moment to "shine". If there are musically gifted students and the song is a round, I give them the chance to work together and play it as a round.
Another strategy is using graphic organizers. The one I have used the most is the Venn diagram with The Sorcerer's Apprentice. First I read the book that I got as a child. It is quite involved and has lots of expressive words and vivid pictures. Then we watch the Disney Fantasia version with Mickey Mouse and compare/contrast the stories. This is a great way for students with disabilities to organize their thoughts and discuss details from both versions of the story. This activity also has the potential to be done as a tiered lesson using the cubing idea that would promote interaction with groups of students.
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David Hines Posts: 3
5/7/2020
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Many times students with disabilities have difficulty grasping the concepts of introductory notes and rhythms. Using (CAI) I have set up e-centers to accommodate these students. I have used the letter strategy in combination with the Essentials of Music Theory software program. The program is fun and interactive, provides immediate feedback, and repetition when incorrect answers are provided. Students are able to move at their own pace and return to review information, which they have forgotten.
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Cathy Fant Posts: 3
5/10/2020
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In considering a particular student with ADHD, who I previously taught in a regular kindergarten classroom, two of the strategies discussed in this unit seem particularly appropriate for working with him. The first is "discovery learning." Since this child was especially active and enjoyed any movement and hands-on activities, allowing him to explore materials, objects or even a variety of books related to a subject, would be beneficial and enjoyable for him. With teacher direction, such exploration could lead him to gaining a good deal of knowledge from such exploration. While this would not necessarily be related to music in every case, the strategy could be applied to learning about particular musical instruments or other facets of music education.
A second strategy that would be beneficial to this student is "peer partners." I found the suggested article very informative and feel partnering this student with another child to work on particular projects or lessons would potentially help both of them learn the concepts more thoroughly. In addition, the communication and cooperation skills required to work together with a partner would be helpful to this student.
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Aquila Tamaseu Posts: 7
5/12/2020
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"I like the Discovery Learning strategy. I often use that with my students when introducing instruments. I instruct them how to hold and play the instrument correctly and then tell them to see if they can create a beautiful song to share with the whole class. The students LOVE that they get to explore on their own and try to create and make beautiful music which they are so proud of.
Cathy Fant wrote:
In considering a particular student with ADHD, who I previously taught in a regular kindergarten classroom, two of the strategies discussed in this unit seem particularly appropriate for working with him. The first is "discovery learning." Since this child was especially active and enjoyed any movement and hands-on activities, allowing him to explore materials, objects or even a variety of books related to a subject, would be beneficial and enjoyable for him. With teacher direction, such exploration could lead him to gaining a good deal of knowledge from such exploration. While this would not necessarily be related to music in every case, the strategy could be applied to learning about particular musical instruments or other facets of music education.
A second strategy that would be beneficial to this student is "peer partners." I found the suggested article very informative and feel partnering this student with another child to work on particular projects or lessons would potentially help both of them learn the concepts more thoroughly. In addition, the communication and cooperation skills required to work together with a partner would be helpful to this student.
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Hannah Bergstrom Posts: 4
5/14/2020
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There were many strategies discussed in this section that I found interesting and potentially useful for my classroom. One strategy that I particularly would like to implement is self reflection. This would be helpful for all students, regardless of disability or no disability, to make sure they are actively paying attention to the music they are making and product they are creating. With self reflection, the students should will listen more actively and hopefully desire to improve as musicians or at least figure out what they need to do to improve.
I would also like to implement more learning centers. This is something I've always been wary of as an elementary music teacher, but this would allow for small group work and differentiated activities for each group. Additionally, I could take a small group of my own or roam from group to group, helping and encouraging where needed.
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Rodney Brown Posts: 3
5/15/2020
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1. Graphic organizers could help with learning musical instrument families. Giving the students the ability to group the instruments might help them with remembering the families and which instruments are in them.
2. mnemonic instruction is a great way to help the students remember terms or note names for the treble and bass clefs.
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Jency Meche Posts: 5
5/20/2020
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I already regularly use some of the strategies that were discussed here: Mnemonic instruction with note names, lines and spaces, ukulele and guitar string names and numbers; Chaining when learning new songs - I sing or play and they continue to fill in more and more sections starting with the ending words or notes; and peer partners.
Two other strategies that I use as well, but would like to develop better are learning centers and task analysis.
1. I love using "stations" with my students, but what I don't necessarily do is have options at the stations for students - instead the task is predetermined. I would like to think through how to make each station have options for students that would have them adjusting and determining their learning needs by choosing options for the same goal in a way that will engage and motivate them.
Here is how I run my groups now: Students rotate to these stations and so eventually will make it to all of the stations and are rotating in small groups. My goal with each station is to have them practice the material in a fun way. For example, Station A: Clap (body percussion) and say the rhythm patterns. Station B: Play the rhythm patterns on your recorder using the note B, now try other notes you know. Station C: Sing the solfege rhythm patterns. Station D: Rearrange the rhythm patterns to create a 4 measure obstinato. ,etc. Station E: teacher small group station - assessing the needs of each of the groups.
2. Task Analysis is another strategy that I can continue to develop. I have a flow to every class that students in grades K-4 can expect - engagement hook, vocal warm-up, sight-singing, lesson, wrap-up. In the sight-singing portion - which is very quick - usually 5 minutes or less - we have a method "task analysis" for analyzing and singing it. Things to look for: Melody moving up or down?, rhythm patterns, finding patterns (ex. measures 1 and 3 are the same), labeling discoveries of steps or skips with solfege, map the melody pattern with solfege signs, the discovered melody is usually based on the song that will be part of the lesson being introduced or one that was learned already. The routine and repetition of the task has really helped students to feel more confident in analyzing melodies. I would like to continue to develop routines and task analysis steps for other aspects of the class as well - in particular, when playing melodies on the xylophones or ukuleles.
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Gwenn Weston Posts: 3
6/2/2020
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One way I use technology to help students is the use of iPads in ukuele instruction. Those students who have difficulty can use an app to practice individually or with a partner.
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Anita Malcolm Posts: 3
6/26/2020
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I recently had a small group of students who had specific learning disabilities and ADHD and were very disruptive in my class. I was fortunate to be able to teach them in a very small group in 4th grade. I used to technology, in the form of Garageband, to engage the students, build relationships, build their confidence, teach social skills, and showcase their strengths. After showing them how to create songs in Garageband using loops, One of the students wrote a rap and the others created the background tracks. They even learned how to make sure they had the same tempo and key so that they could combine their tracks. They also created a dance with ribbon wands, and we videotaped the performance. Because I built relationships with them, they were then open to working on learning recorder and reading notation (which is what the rest of the grade level was working on). When they returned in 5th grade as part of a regular class, all of the boys exhibited much better behavior!
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Jacqueline Thomas-Baker Posts: 4
6/28/2020
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I have used music to work with a small group of students with ADHD by using technology. I used a tape recorded to help the students get the students interested in learning the words from the poem.
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Jacqueline Thomas-Baker Posts: 4
6/28/2020
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Another way I have used technology is use Ipads where each student had a modified math lesson using the SMart program. The students were able to complete the same activity but modified based on their individual needs.
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Rodolfo Del Hoyo Posts: 3
6/30/2020
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The first strategy that would love to implement in my classroom would be the use in Venn Diagrams. Once I create and develop effective Music Venn Diagrams I would also incorporate them into my Learning Centers, my second strategy to implement in my classroom. With Venn Diagrams I can have students independently learn and utilize important musical elements to assist in their music notation knowledge. By incorporating these into learning centers small groups of students would have the opportunity to find, discuss, and develop the various musical elements in a Cooperative group. This would help both regular and students with disabilities to develop social communities within the musical classroom setting.
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Andrew W Smith Posts: 3
7/8/2020
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Two strategies that could be used in my classroom are cubing and peer to peer cooperative groups. Cubing can be used to make sure I am making use of proper tiers with my kids by making sure those kids who are different tiers are using a cube that is appropriate to where they are. Cooperative groups, specifically peer to peer, would be very good due to the large population of students with autism at my school that is mainstreamed. Having that peer can help them during times of discussion and individual work.
I have used powerpoint presentations on many occasions that allowed me to blow up and visually represent a concept for my students. This has helped students who are visually impaired to see a bit better and the visual stimulation helps to keep my students with autism engaged.
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Valerie Smith Posts: 3
7/8/2020
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Two strategies that I like to use are graphic organizers and mnemonic devices. I use several different kinds of graphic organizers to help my visually impaired students and ASD students. This gives them a focus for what we are trying to comprehend for the day. I will often place music vocabulary words that can be difficult to remember for the students into songs, chants or rhythms. This helps them remember the concepts so much easier.
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Tami Williams Posts: 3
7/15/2020
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I am very lucky to have a Recordex in my music room. I have used projected resources from the Quaver's Marvelous World of Music Curriculum on the board. These are activities that the students can come up board and interact with. I have also created my own using Xpress. One example is when we practice animal rhythms. The students come up to the Recordex and click and drag the animals to create a rhythm. We them play and speak the rhythms on percussion instruments. Once we have done that using the animal names, the students then come back up to the Recordex and click and drag the corresponding rhythm that matches the animal name.
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