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Katherine Cuda Posts: 4
2/1/2023
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Several of these strategies I already implement in my classroom. Practices I would like to continue actualizing include 1) differentiated learning and catering my instruction to the varying levels of my scholars, 2) using grouping to create more student-centered collaborative learning, and 3) using peg words and key words to help my student memorize and recall important music content.
An example of a way I use technology to assist my students with disabilities is by letting my non-verbal students use chromebooks and ipads to share their responses with the class.
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Larissa Hardesty Posts: 3
2/13/2023
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Two strategies I would like to incorporate in my classroom more are Peer Partners and Technology.
For Peer Partners, I can assign a student who is proficient at a skill such as playing the recorder or xylophone to a student with a disability who requires assistance. This will allow the student with a disability to receive help from a peer (which may be less conspicuous than help from the teacher) as well as allowing the proficient student to grow their abilities, since teaching a skill deepens one's knowledge of/ fluency with that skill.
I would love to incorporate more Technology in my classroom as well. There are a number of websites that provide music games and activities that are already differentiated, so that students can simply play at their level. Not to mention things like Nearpod that allow students to self-pace through a lesson and the teacher to collect data.
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Lou Ann Bigsby Posts: 6
2/15/2023
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One strategy that could be implemented would be to carry over the learning centers to the music classroom. The general classroom always uses small group learning centers so I would think that this would be easily incorporated into music. Each center could support the disabled child at their level and utilize their strengths to grasp the concepts. Music lends itself to kinesthetic learning so this would just extend those to support the tasks and objectives. I would hope to do one day per week for learning centers. It could be my assessment of what I have taught prior to that day. Centers could include- technology- where they can build a song through coding or other band app, task cards- differentiated so they work through each practice task, instruments- explore and create. I could walk around and using a student tracking sheet, make note of who was successful and who needed a peer or my help.
Another strategy that could be incorporated could be cubing- music has academic vocabulary that needs to be learned and understood. Providing the cubing process, students will have a hands-on component so that those students needing the tactile activity can more easily remember the terms. The strategy also lends itself to support classroom teachers in their benchmark acquisition.
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Lou Ann Bigsby Posts: 6
2/15/2023
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Mnemonics is such a cool way to learn vocabulary. I used it and had the students draw pictures and come up with some sort of riddle or rhyme that helped with their acquistion. Katherine Cuda wrote:
Several of these strategies I already implement in my classroom. Practices I would like to continue actualizing include 1) differentiated learning and catering my instruction to the varying levels of my scholars, 2) using grouping to create more student-centered collaborative learning, and 3) using peg words and key words to help my student memorize and recall important music content.
An example of a way I use technology to assist my students with disabilities is by letting my non-verbal students use chromebooks and ipads to share their responses with the class.
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Fotini Panagiotouros Posts: 6
2/28/2023
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One strategy I'm using currently is mnemonics. We are learning ways to remember our strings on ukelele. Aardvarks Eat Cool Grass. I also ask them to turn and talk to come up with their own mnemonics which might be more meaningful to the student(s).
As far as technology, I let my students use chrome music lab Kadinsky when entering as a form to settle them down from transitioning. They get to choose the colors and shapes in order to compose. They always look forward to this routine when entering my room for my ASD units.
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emily kyle Posts: 20
2/28/2023
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The strategies I use to help students with disabilities are cooperative grouping and task analysis. Task analysis helps by teaching the student(s) to play instruments simply by introducing then, implementing routine of musical passages. Learning the intro to a song, learning a phrase in the song, learning another phrase, learning the ending, etc., building on each conquered step/task. Cooperative groups help the students that I teach with disabilities. They have their strengths that they can help other students learn from them and they have weaknesses that they, in turn can learn from other students to conquer. Helping each other goes a very long way to build trust and garner support.
The cube method of tiered instruction is an assessment that I would like to implement in my teaching as it seems to me to fill the needs of each of the tiers. It seems to put a finger on the students strengths and weaknesses and shows not only me, the teacher where help is needed but the student can see this, also.
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Victoria Fisher Posts: 6
3/4/2023
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I have used technology in my classroom to demonstrate how ostinatos can be created. By using Chrome Lab on my Smartboard, students come up to the board and pick one of the pitches to be added to our song. We then play it back and critique our work. We discuss tempo, melody, and harmony, for example. Students can then use their Chrome book to create their own ostinato. By using their own Chrome book, they can save their work and modify it. This gives me a chance to facilitate their learning before they present the finished product to other students.
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Victoria Fisher Posts: 6
3/4/2023
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Modeling is so important. I like how you furthered her learning by including a variety of strategies. I will use your idea of calling the notes by different names. I do that with the pitches. Jessica Gautier wrote:
I have a student who is Autistic and Visually Impaired. We were learning how to play Old McDonald on the xylophones and I had color coded the bars on the xylophones to match the Music on the board. I blew up the image to a very large font so all students could read it. I worked one on one with the student to introduce the concept how we are matching the colors on the board with what is on the xylophones. She loved it! We then worked as a class counting and clapping out the counts that we saw. Knowing she has a hard time retaining the note values, I modeled it to her and use Call and Response. I put on the Smartboard pictures of the notes and associated it with a family member (Big Daddy Whole Note). We dance to each note value (which she loves to do) and then worked with partners to play each 2 measure until we were done with the first line. I was her partner and worked on her technique as well as playing and matching the pattern. I would also assist and point to the bars needed so she could follow me. (We would continue for the next 2 weeks)
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Margaret Holland Posts: 3
3/16/2023
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Modeling, routines, centers, and technology are useful strategies for my room as I am sure everyone else's room. I model everything from how to come in to my room to how to get and put away instruments and we practice. That way there is no question as to how everything is done in my room and it is consistent. The routines I have in place for my class flow helps those students who have transition/behavior problems. They know when we first come in we practice the staff then we move to rhythm reading and then we put them together in another activity. I use centers towards the end of a unit to help enhance the learning but it also give students a chance to work together if needed or on their own. It's my goal to make the feel like although they are doing high risk tasks ie; singing, dancing or playing and instrument it doesn't feel so risky.
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Vera Posts: 5
3/17/2023
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- Two of the strategies that I could potentially implement in my classroom would be a tiered lesson and differentiated assignment. From the tiered lesson, I think I would like the cubing: showing knowledge, comprehension, application, analysis, synthesis, and evaluation of a learning activity. From the differentiated assignment: I loved the example for Identifying and using notes on the treble staff-that's perfect for a 4th grade class. 1. Identifying whether each note is on a line or space, 2. Identifying the number of the line or space each note is on, 3. Identifying each note name on the staff, 4. Identifying which of the notes is used in the song, Grizzly Bear and 5. Using the notes t compose a son with lyrics. This actually looks super engaging and diverse for all kinds of learners.
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Vera Posts: 5
3/17/2023
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I also use chrome lab on my smartboard! This is such a great idea and students are totally engaged.
Victoria Fisher wrote:
I have used technology in my classroom to demonstrate how ostinatos can be created. By using Chrome Lab on my Smartboard, students come up to the board and pick one of the pitches to be added to our song. We then play it back and critique our work. We discuss tempo, melody, and harmony, for example. Students can then use their Chrome book to create their own ostinato. By using their own Chrome book, they can save their work and modify it. This gives me a chance to facilitate their learning before they present the finished product to other students.
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Sue Fliss Posts: 4
3/22/2023
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One of my classes is a Social Communications class of multiple grade levels and various types and degrees of learning and emotional disabilities. I have a Promethean Board so I am able to show videos from the internet. One activity they have flourished with is "Introduction to Rhythm Reading" (Visual Music Minds). I take the students through the exercise having them read the "ta's" and "titi's" out loud. The second time through, the students repeat what they did the first time and also add pats on their legs. The third time through, they leave the vocals out and only pat the rhythms.There is also accompaniment music which helps them greatly the third time as most of the rhythms they are reading are also played. We have moved on to half note rhythms and they have a lot of fun with these activities.
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Tracy Torrance Posts: 5
3/26/2023
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There are two concepts or tools that I have used successfully in my classroom the last couple of years: learning contracts and technology. With intermediate elementary EBD students, I found learning contracts work well. I work in conjunction with the classroom teachers to help minimize aggressive or defiant behaviors in both classrooms. If the student complies with classroom rules for the week and completes assigned work, all three of us sign that week’s contract and the student earns a lesson of their choice: piano, drum, or voice. It’s a win-win for both sides – behaviors improve and their reward is music.
The second concept I’ve used is technology, specifically Teams and Canvas. My chorus meets once a week on Mondays, which is a common day for holidays, so we miss quite a few rehearsals. I have a few ADD as well as ASD students in this ensemble. To help them outside of class, I post recordings of the music (solo voice with piano playing in unison, accompaniment only, and full performance), pdf of music, and a lyric sheet. If the piece has more than one voice part, I highlight the parts in two different colors so the students know which line to follow.
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Danielle Zier Posts: 3
3/29/2023
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A long time ago I downloaded a xylophone app to my iPad that I can lock on certain keys and lock the screen so students can't exit it. So if we are playing or singing instruments and trying to play in C then I might only activate the C and G bars on the xylophone and then they are able to successfully participate because they can keep steady beat and not be distracted by other things on the iPad.
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Mary Booher Posts: 3
4/1/2023
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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.
One of the strategies I use is the chaining strategy. Sometimes things have to be broken down into the smallest units so they can be taught and added back together again. I use this with my all of my students, however, my student with TBI, does best with this because we can learn each part and try to put them together. He doesn't always get to add all the chains together but he knows what they are and how to perform them at his own pace. Another strategy that I already use is mnemonic tools. I know I have used animal pictures bear, eagle, to help when we tried to create another mnemonic device for our Line notes. Our mascot is the eagles, so to have some pictures to suggest words that help create our mnemonic Line notes was awesome. I was able to prompt students with word or picture choices.
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Steven Armstrong Posts: 3
4/6/2023
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Option 2 - Last year I worked at a school 1 day per week with a DHH population. Many students worked with a translator and also used an FM transmitter to like to their hearing aids. While working with these students I learned how the device worked and where to place it in relation to the speakers and my voice. I was frequently told by the students that my deep male voice was too loud for the device. We were able to work together to find a solution that worked for all the students using the device.
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Andrew Rumbaugh Posts: 5
4/15/2023
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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.
PD training and attending conferences is the first thing I would do. I have also asked teachers to do observations of other teachers in other schools and gather ideas to use in the classroom. I also would access the ESE courses that are provided by the county. These have always been practical and easily accessible for my teachers.
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Courtnee James Posts: 3
4/25/2023
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Option 2:
I have been currently using a touch screen monitor for students for students with non-verbal speaking situations, they are able to touch the screen to explain what they have learned. Also with blind students, they can hear the music and describe the music as well from the monitor such as a online xylophone where students can play and hear it as well. The screen does stay and does not change at all. It is very essential because the students can draw and write on the screen as well. It keeps them engaged.
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Andrea Desouza Posts: 4
4/25/2023
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Target Student: Susie, a third-grade student who has attention deficit disorder.
Strategy#1: Task Analysis
I believe that TASK ANALYSIS is a great strategy to be used with Susie, who has difficulty finishing up tasks. She also has a very short attention spam and will stop listening after a few seconds. Susie will benefit from a task being broken down in smaller steps that can be easily and quickly be accomplished. If Susie is able to complete each small step successfully, she will experience the joy of accomplishing big goals but in smaller, not overwhelming steps. For example, if I want Susie to learn about music notes, I could have her learning one note at a time and associate that note with a kinesthetic experience such as building that note with playdoh, drawing that note in 3d, etc.
Strategy #2: Task Cards
I can use Task Cards with Susie to illustrate the steps to accomplish a task. This way, Susie can keep track of her progress and what needs to be done to achieve the goal. For example, if I wanted Susie to learn how to pay a specific song, I can create task cards breaking that song in smaller steps that she will need to master before she plays another part of the song. This way she will have the opportunity to learn on her own pace and practice as much as needed.
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Katie McGuire Menges Posts: 3
4/26/2023
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Today, I had an ESE class that was finishing up their unit on orchestra instruments and families. Using task cards, they were able to place the different instruments into families- strings, woodwinds, brass and percussion. This was wonderful to see because they could identify it by the picture and tell me different qualities that all the instruments had in common. Our first graders are learning a song about a very naughty kitty cat. We made predications about the song-- how was the kitty going to be naught-- and how we taught the song was doing to end. After we sang the song, we made another 'verse' to the song and added a refrain between. This was an easy way to get reciprocal teaching into our lesson. To take it another step further we made story boards that went with our song.
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