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Marilyn Krug Posts: 3
1/17/2022
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In my 4th and 5th grade classes, I use Peer Partners with autistic students. I try to pair an ESE student with someone who is open to helping them. When learning Patterns & Form with Garageband, each student is responsible for creating an "A" or "B" pattern. Ipads are an ideal way to teach from a technology point of view. At the end of the project, either one of the partners can share what each student has contributed. Even though we do not have enough for every student, the students really enjoy listening to their projects on my "big" speakers.
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josalyn loango Posts: 3
1/19/2022
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- Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom. Administrators can encourage teachers to use adaptive assessment by provided pre tests, and post tests and through observations of lessons created by teachers
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GaJauna Jackson Posts: 3
2/17/2022
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Two of the strategies I use in my classroom are cooperative learning and pneumonic instruction. The cooperative learning strategy I use is peer partners. I partner my students with learning disabilities with students who have grasped the concepts and/or skills taught through the lesson. Most often peers have a way of learning information easier from one another. That peer partner would be there to assist, prompt, and/or reinforce the concepts/skills. I use peer partners often when learning how to play new pieces of music or to learn vocabulary or to demonstrate a skill. The pneumonic instruction strategy I use is the letter strategy. I often use the acrostic to help students learn the names of the treble clef lines (every good boy does fine, EGBDF) and the acronym FACE to help students learn the names of the treble clef spaces (FACE). I also give students a chance to create their own acrostic to learn the names of the lines and/or spaces. The majority of the students - those with or without a disability - would benefit from making a connection with the information by using these strategies.
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Tristi Wren Posts: 3
2/18/2022
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A strategy that I find particularly helpful in the music room is cooperative learning through peer partners. I see first hand that all students learn differently, whether they have a disability or not. When demonstrating melodic direction or when trying to clap rhythms, working with a partner helps the students to learn from each other by seeing the steps each partner does. Sometimes a student does something differently that really resonates with the struggling student. I find learning from a peer can be less intimidating than trying to learn from me.
The second strategy that is vital in music is task analysis. Breaking down the huge task into more manageable chunks promotes success. When teaching recorder, we first read and clap the rhythm. Then we speak the letter names in rhythm. Next, we add moving our fingers on the correct pitches while speaking the letter names in rhythm. Finally, we play the phrase. After we have done this as a whole, the students practice in small groups (cooperative learning) until they feel they have mastered the phrase.
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John Wren Posts: 3
2/22/2022
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I have several students who have difficulty using their hands to hold mallets. When it comes time to play xylophones or other instruments that require the students to hold mallets, these activities can be very difficult for them. So, I often will use a tablet that the students can hold in their lap. The tablet has an app that resembles the xylophones we are using in class. This allows the students to tap on the bars of the instrument on the tablet, removing the obstacle of having to hold the mallet. The tablet also provides the same sound that the natural, acoustic instrument makes as well, making the students with disabilities feel as if they are performing on the actual instrument.
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Grisel Lussier Posts: 3
2/28/2022
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The two strategies I use in my music class are task analysis and reflection/ discovery learning. Task analysis is a useful strategy when teaching a new piece of music and breaking it down by phrase in order to learn it well. First take a pattern that repeats within the music and learn the rhythm. After, you take that same repeated pattern and learn the pitches through solfege. This helps not only the students with disability learn the song but it also helps the others strengthen their music knowledge (rhythm and solfege). Repetition is the key. For my younger students, I use reflection/ discovery learning. They learn by exploring and questioning. I like to have them describe certain instruments and compare it to something they are familiar with. It could also be sounds that the instruments makes that is familiar to them. Music is about discipline but it is also about creativity and our students need to be free to explore and create.
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Kimberly Molineaux Posts: 6
3/8/2022
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Strategy One: In my classroom I am using peer partners while we learn to play the Ukulele for students with autisim. They tend to struggle with fine motor skills. I find that the students that are struggling with hand position and technique respond better to peer correction. If another child tells them it is less threatening and then they can impress the teacher when I check in.
I will used Tiered lessons at three levels with a class I am currently struggling to challenge. I am finding it hard to meet the needs of my gifted, ASD and Tier 1 students at the same time. I will create a lesson for rhythm that involves identifying rhythm, reading rhythm and writing your own rhythm.
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David Schwartz Posts: 3
3/17/2022
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Since learning to identify notes is an important part of learning to read and perform music, I have used a couple of different technological tools for this task. I have used the Essential elements interactive, a strings workbook with an interactive site in aiding students in learning to identify notes on the music staff and also to find them on the fingerboard. Another tool I've used is the website, musictheory.net which can be used as a competitive note-learning tool with students within the class as well as with in competition with other music classes.
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Julieta Nycz Posts: 2
3/23/2022
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I use technology during my Music lessons and with my non-verbal students is a great tool to check comprehension, self study and unit assessment.
After we learn and practice sight reading Music Rhythm Notes, and concepts like measure, tempo and dynamics, we use the ipads to practice the notes by labeling the symbols, matching names and images and comparing rhythm patterns when we listen to them.
There are different programs and free websites where these students can practice and show me the answers or their final score instead of giving me a verbal response.
To increase the level of complexity, I can give them different cards with patterns and they can either practice in the virtual drums or in the real instrument.
Final assessment can be done using different online programs or apps like Google Music Lab, Drumbit or incredibox.
Using these fun and creative tool the students can compose their own set of rhythms using the concepts we learned during class.
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Julieta Nycz Posts: 2
3/23/2022
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I agree with you. Smart board activities are great for group centers, help students to visualize better the concepts and interact with others toward the same goal.
Students get very engaged and even competitive when they are presented with different challenges or levels of difficulty.
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Jill Neron Posts: 3
3/27/2022
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The two strategies that I would like to implement in my classroom are cubing and discovery. While several of the cubing components are already a natural part of my lessons and teaching, I would like to focus more on the "analysis" and "synthesis" components. I feel that diving deeper into the topic to break it down and analyze in greater detail, as well as consider the contradictions would be a better way to engage the gifted population in my classroom. I find that I frequently focus my attention on the students who are struggling in class and often provide simplified and scaffolded tasks, but need to remind myself that it is also important to stretch the lessons for those students who are more advanced in their skills and are able to engage in more higher- level thinking tasks. Providing those students with the opportunity (and time) to analyse and consider the controductions will allow for greater engagement and other perspectives, that will in turn benefit all students in the class.
Additionally, I really liked the example provided for discovery and introducing the drum to the class. The describe it, compare it, associate it, analyze it and apply it tend to happen naturally in the lessons, although I like the intentional order and framework of completing those tasks in one succinct activity. The component that I would like to include more of is the "argue for or against it" by providing the students with a statement, such as the suggested "drums sound beautiful" and allowing each student the opportunity to form their own opinion, support it and share their ideas with others. While great to implement at all grade levels, I am especially interested in adding this to my primary (K-2) lessons as it will increase individual student participation, engagement and ownership of the learning in the lesson topic.
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Gregory Gafford Posts: 3
3/29/2022
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The concept of Chaining is something I can definitely implement into my beginning steps when starting the recorder. I think I somewhat already do this, but not as purposeful as it could be with a strategic outcome and plan. Using a mnemonic word that breaks down how to hold the recorder, blow through it property, sitting with good posture, and always listening would be a great way to help our students with different learning disabilities visualize, as well as see and hold the recorder as we go through the steps from backwards to forwards and reverse.
I have used a visual metronome on the screen to show beat in a visual way while playing music as a class, so a student who couldn’t hear very well come play and stay on tempo.
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Gregory Martin Gafford
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Lindsey Manring Posts: 5
4/6/2022
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one of the most important strategies in an elementary level classroom that I've seen the benefits of, is cooperative learning. The students are focused, excited about the lesson and they feel like working as a small group/team is a privilege. It is an amazing life skill plus helping students to learn from each other and hear the lessons in different ways. Another great strategy I have used successfully is learning contracts. Even as young as kindergarten students can benefit from the lessons of self-pacing/regulating, self-evaluation, goal setting, time management and more. I remember using clipboards and pictures of the tasks required of my youngest learners on their contact. This allows students to work at their own pace and learn how to be independent.
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Sabrina Browning Posts: 4
4/12/2022
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Option 1:
- Using a buddy system to help students with disabilities has help tremendously! It helps them feel comfortable while keeping them focused and on a task. This also allows a stronger student to be a leader to provide extra help with certain concepts or skills.
- 3 clip system - Music class is fast paced in a short block. Students who may struggling with shouting out and other attention seeking behavior. I have 3 paper clips or 3 erasers or even 3 marks on the board. Each time they do shout out or do something that is off task to get attention, I remove one item. When all items are gone, I have to tell their teacher. If they keep all 3, they get a reward. This does not count for questions or answers that are on task. This allows the student to think before speaking.
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Rebecca Colon Posts: 3
4/15/2022
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Option 1
One of the strategies that I would like to implement in my classroom is self-evaluation and reflection instead of me correcting them. I would implement the way in which they themselves can realize their mistakes and analyze and reflect on them. Through specific and directed questions, the student could discover what their mistakes were and how they could correct them. For example: What was the hardest part and why? What do you think was the problem? What would you propose to solve it? In this way I give my students the ability to reflect on their mistakes.
Another strategy that I would love to use in my classroom is learning centers. There I would have different tablets with directed educational musical programs. Where they could reinforce the necessary skills individually. It would also allow me to evaluate your progress. For example, analysis of the form of a musical piece, the lines and spaces of the staff, identifying the notes and their values, among others.
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holley driver Posts: 3
4/20/2022
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I find that in a fine arts classroom, grouping practices are very valuable particularly if I have a student that may take private instrument lessons. It serves to help the ESE student as well as the student who is already familiar with material being presented. I still give any additional instruction, but I find most often, that the peers learn from each other. I have also used garageband on ipad to present accessibility to ESE students.
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Frank Windham-Milton Posts: 3
5/16/2022
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I implement technology in the Music Classroom via the Smartboard. For my student who has autism, I always ensure that the volume is at a comfortable level for him and the entire class. Music Sheets/slides are enlarged and passed out to the entire class. Additionally, a Boomwhacker guided play-along is displayed on the smartboard. As the musical selection starts, students will respond to tempo/dynamic changes in music through playing a boomwhacker. Student will be encouraged to select what works best for him to learn. Some days the student will prefer the slides, other days the student would like to come up and center himself with the Smartboard at the front of the classroom as he plays a boomwhacker instrument.
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Frank Cedric Windham-Milton
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Anthony D. Barfield II Posts: 4
5/24/2022
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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.
With the addition of the smart boards in the classroom, I am able to utilize music programs such as finale, musictheory.net, sightreadingfactory.com, etc. I have a few students in my music world class that might not communicate effectively by speaking in front of the class or speaking to answer a question. But allowing them to come to the touch screen on the smart board and figure out the multiple choice music answer. Or allow them to be my teachers aid and let them click the button for the next answer keeps them engaged and focus even with there disability. There is an online game called wheelofnames.com that they love to play. I edited the names and put the 12 scales on it. So whatever scales it land on, they will have to say how many sharps or flat it has.
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Keith Schuman Posts: 3
5/26/2022
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I have used video technology that teaches students music theory such as the notes on the scale, dynamics, and tempo. Each video is a cartoon of animal characters who act out the topic taught. For example, for dynamics, the characters are playing instruments at different volumes. For tempo speeds they humorously reverse the roles of the Tortoise and the Hare to depict fast and slow. These videos help students who are visual/verbal/physical learners because they get to see the characters act out the concept. The students also hear the concept. Finally, the students are able to interact with the video physically to internalize the concept with their bodies.
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Donna Vojcsik Posts: 4
5/27/2022
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I would like to do more with grouping practices. I used to use it a lot with recorder karate, but the pandemic changed things for me. It's time to get back to having students work together in groups to help each other. I will be working on ways to incorporate it in more areas.
The idea of task cards really appeals to me. I like that you can hand out different activities and different levels to help each student achieve their objectives. I would like to create a set of task cards for playing ukulele. In each class, some students have difficulty changing chords. I could assign task cards based on their proficiency. Challenge the ones who can do more and simplify for the ones having difficulty. This would help every student, not just my ASD students.
I like strategies like these that benefit everyone!
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