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Richard Wright Posts: 5
4/30/2023
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In my kindergarten music class I have a lot of students on the autism spectrum, some with varying learning disabilities, and some with behavioral disorders. I use my computer to access a website called Music Play Online by Denise Gagne. The program provides a complete curriculum for elementary school music programs including singing, dancing, instrument playing, note reading, body percussion, and much more. I utilize it often to quickly engage my students in music making. The students love the visuals on the screen and tend to learn songs more quickly when sung by the person or character on the screen. Last week we we did the song Space Worms. Before I played it I told them that it was really scary and that I probably shouldn't show it to them. They begged for it and said that they weren't afraid. I put it on, they laughed and almost immediately began singing. The second time I added scarves to sing and dance it while kids took turns beginning the leader. This could have gone on forever, then I brought out the stretchy band which they have never seen. They went bananas, singing and bouncing the stretchy band to the music! No one got hurt, no had a melt down.
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Marissa Rollins Posts: 4
4/30/2023
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I have employed the music program Quaver in my classroom with much success. The program has virtual lesson plans that I use to supplement my own lessons. Their lessons have great diversity in how it engages students (tactile and kinesthetically especially). It helps students with ADD/ADHD in particular when learning a class piece in particular. I always will model it (performing), say note names (auditory), view the sheet music (grades 2nd and higher), and use quaver to give clearer examples of pitch direction (kinetically using movement).
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Katherine Olson Posts: 3
4/30/2023
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For some of my students who struggle with vocalizing answers or using their singing voice, I have provided that student with a choice board that allows them to select an answer from the tablet or have provided them with color coordinated buttons that correspond to the solfege scale which allows the student to "sing" along with their classmate using the buttons as their voice. They are still required to participate by activating the buttons to "sing" with the class.
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Crystal Pekoe Posts: 6
5/19/2023
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One strategy that I can implement in my classroom is centers. By using centers, I can send students to the center that is appropriate for the level they are at. Also, centers will allow me to give more individualized attention to my students and it will also allow my students to work with their peers. This will be especially helpful with recorders. Students will be able to practice the skill they need more work on before they move to another center.
Another strategy that I can implement in my classroom is note taking. I have used this skill in the past with music journals. This will be helpful for the students to remember the concept being taught and they will be able to go back to previous information. They can also use it from year to year.
I also use task analysis with my students when we play recorders. First we clap the rhythm, then we identify and label the pitches, then we sing the pitches, then we sing and finger and finally we play. This allows my students to be more successful when it is time to play the song and it teaches them how to effectively practice at home. This is great for students with disabilities because it breaks up the tasks for them.
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Michelle Manzi Posts: 3
5/22/2023
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I like to differentiate instruction by using a variety of instruments and voices to demonstrate the same concept. For example, a call and response singing three note patterns using the pentatonic scale using solfege. Adding hand signs to the three note patterns. Changing to letter names for call and response. Using Boomwhackers for the call and response using colors, then letter names followed by solfege. Then looking at letter names written on the board (using the same "rhythm" for each pattern) sing them back, then play them back on boomwhackers. Using solfege having the students play them back on boomwhackers. A follow up lesson would be to use xylophones using call and response, then letters written on the board, and finally music notes written on the staff. Another modification, is to have the students move their hands low to high with the patterns depending on what they hear. Do-re-do versus La-Sol-La.
A way to use a graphic organizer is the compare the Major, minor, Pentatonic, and Blues scales. Using scales played on the piano, sung, written on the board, played on xylophones, we compare and contrast the scales and what parts are used for each. An extension of this project is to label each wall of the room with a different type of scale. Then play examples of popular songs/ styles of music and have the students move to the corner of the room that they think the song is using as part of the melody! SO MUCH FUN!
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David Martinez-Cooley Posts: 3
5/25/2023
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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 have enjoyed utilizing many of the interactive slides housed in our online music curriculum (Quaver) with our students with disabilities. One of my favorites from this past semester was a slide for notating rhythm patterns. For students who are used to traditional notation but may have difficulty using pencil and paper, there are drag and drop "cards" that can be placed together in a measure (and some students simply point and I can move the notes for them). Many of these notation slides have an icon option, so a quarter note becomes "dog" (word and picture in some activities) and beamed eighth notes become "rabbit." I have used this activity for both composition and rhythmic notation. Several of the students with intellectual disabilities still struggle with this method of composing but have had success with another feature on Quaver, QBackBeat. In this program, the student simply needs to choose a track (from a variety of timbres) and click colored rectangles on a "timeline" to create rhythmic patterns. Students can then toggle to display the traditional notation and see (and hear!) the rhythmic patterns they have created. With this program, we're actually able to "notate" (with technological assistance) much more complex rhythm patterns than what we can do with the iconic system of the other activities.
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Shawna Grimes Posts: 7
5/28/2023
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One of the skills we began to teach the students this year was melodic contour, and not relationships. In order to do this, we used magnetic whiteboards with squares (for beats), and a staff. The magnets had either one googly eye (quarter note), two googly eyes (eighth notes), or one with one googly eye and part of a popsicle stick (half note). This allowed the students to demonstrate their understanding of rhythm. Each magnet was color coded to represent a note on the staff. Students would receive help, and then were asked to sing their creation for us. We sang it for them first, and then had them sing it for us on their own. This allowed us check for pitch matching, note understanding, and to begin working on solfege syllables.
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Shawna Grimes Posts: 7
5/28/2023
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Marissa Rollins wrote:
I have employed the music program Quaver in my classroom with much success. The program has virtual lesson plans that I use to supplement my own lessons. Their lessons have great diversity in how it engages students (tactile and kinesthetically especially). It helps students with ADD/ADHD in particular when learning a class piece in particular. I always will model it (performing), say note names (auditory), view the sheet music (grades 2nd and higher), and use quaver to give clearer examples of pitch direction (kinetically using movement).
Quaver definitely has some wonderful examples of concepts. We've only started using it this year, but am looking forward to delving more into it in the coming years.
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Shawna Grimes Posts: 7
5/28/2023
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One of the strategies I think we could implement in our classroom is the use of Semantic Maps. We assessed the 1st and 2nd graders on tempo and dynamic markings, and it didn't go very well, so we began to discuss ways in which we can improve that experience. I am formulating ways we could use that semantic map to help them differentiate between pitch, tempo, and dynamics. I think we could also focus more on chaining when preparing the students for playing their melodic composition. This year, I believe, was too much at once. I think the students would have more success if we take smaller chunks and layer them, instead of piling everything on them within two or three weeks.
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Heledys Rodriguez Posts: 3
5/29/2023
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Option 2:
I love using technology on my piano classes. Students have a lot of fun without even realizing they are learning.
One of the apps I used with my ESE students is "Rhythm Cat." It starts with very simple rhythms and as it progresses it gets into more complicated ones. On the background of the exercise there is music playing and that makes it easier for the students to play the rhythms on tempo because the melody is there. They have 3 opportunities to make it right, but if times runs out they can practice at home and send me their score through the app.
3 out of 3 of the students I have love it and I find that their reading skills have improved a lot. Once they can read it on the app I use flashcards with the same rhythms and they read it with ease. Then, the same flashcards are transferred to the keyboard on a given note and then they start improvising. Once that rhythm is engraved in their memory and we tap it, say it and play it, we move on to the next level of the game and start the process all over again.
Some students go faster than others, but they all enjoy playing this game.
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Pat Brown Posts: 5
6/9/2023
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Mnemonic Instruction and Tiered Instruction can provide effective learning, memorization, retention and transference of sight singing techniques to cognitively impaired students. The key to this would be to link Arabic and Roman numerals to fixed do scale degrees and Solfeggio syllables while modeling/teaching/drilling singing seven Hepatonic major/minor (diatonic or not) whole note tones. These lessons become tiered lessons with the gradual addition of various note values, rhythms, meters, dynamics, and melodies.
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David Hahn Posts: 6
6/13/2023
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Option 1: I have a student who is diagnosed with an anxiety disorder that makes it difficult to concentrate. One strategy that could potentially be used better is the peer partner strategy. This was a strategy listed specifically for this student's accommodations at one point last year, but when I tried to implement it, I don't think I planned this strategy well enough for both this student and the peer partner to both feel like they are learning together. While this accommodation doesn't appear to be listed anymore for this student, I'd like to be better prepared to use this strategy again, because the results could lead to higher engagement for this student AND the peer partner.
Another strategy that could be used would be the task card strategy. On certain music arranging projects, task cards could allow for tiered lessons that meet the needs of specific students. I've noticed that this student has been very interested and successful when using the iPads' notation apps for past composing assignments, so this option could be a possible tiered task card in the future. The interface of the technology itself would keep the student from being distracted from anything else outside the screen, thus minimizing distractions when working toward the assignment's objective.
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Valerie Nunez-Caicedo Posts: 3
6/23/2023
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| When I see my self-contained DHH classes, I connect a few of them to the FM system in my room. Some of their hearing aids connect and students with cochlear implants typically do not, and we have an ASL interpreter as well. I spend a lot of time searching for video resources that are accessible to them, which doesn't just mean videos with closed captions as an option, but that they're accurate, don't cut out, and include translations if a person in the video is speaking a different language. | |
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Cameron Moten Posts: 4
6/26/2023
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I have used technology to create videos that automatically track rhythms using an arrow to help those who may be visually impaired or DHH follow along with our rhythm reading activities.
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Marissa Curtis Posts: 6
7/7/2023
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One strategy I can implement in my classroom is the use of a task analysis. Often times when I pass out new music to my students they are easily overwhelmed. Having a step-by-step guide on what to do and look for would be extremely helpful for them.
Another strategy for organizing information I can use is graphic organizers. I often teach music through reading songtales and graphic organizers would be a great way to organize the sequence of the stories for my students.
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Marissa Curtis Posts: 6
7/7/2023
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That is a great ide to use Venn Diagrams to compare and contrast different versions of Peter and the Wolf. I will definitely be trying that this year.Mary Mickle wrote:
One way that I can improve instruction in my classroom is by including the use of task cards to create tiered lessons. These will be especially helpful in my centers. I have included instructions on the task, however, adding task cards will help students organize their instruction and stay focused on the task.
I use Venn Diagrams all the time in my classroom - to compare and contract the book of Peter and the Wolf to the film, when learning about 2 different composers, and when learning about a new culture. I would like to add the use of concept mapping in my 5th grader's music journals to show their understanding of a topic.
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Jeannine Krieger Posts: 5
7/18/2023
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I like the idea of cubing, which I had not heard of before. Although the suggested implementation is to use Bloom's Taxonomy, I think I'd like to use 6 elements (or concepts) of music such as melody, rhythm, dynamics, volume, tempo, timbre. When listening to an excerpt, the cube could be used to help students identify those (or some of those) characteristics. Students who have a disability could be given a cube choice that best meets their needs for a challenge without being overwhelmed.
Another idea I could implement in my classroom is the use of task cards with 4-beat rhythms. The rhythms could be of varying difficulties, and students could use them to create their own melodies on recorders or Orff instruments, or simply play the rhythms on unpitched percussion instruments. Students who need simpler rhythms could be assigned those simpler cards, while students who are gifted could be given a challenge, such as a blank card, and they have to create their own 4-beat pattern using given criteria.
- 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.
- 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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Jeannine Krieger Posts: 5
7/18/2023
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Administrator wrote:
Choose One(1):
- 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.
- 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 have used Boomwhacker play-alongs on the smart-board with students who had disabilities and students who did not. One kindergarten boy with Down Syndrome eagerly whacked away with help from his paraprofessional who is a musician himself and could help him. I have also utilized Google Classroom by posting songs so students could learn them or review them at home. One boy with giftedness specifically requested a particular song be posted, so I posted that for him.
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Kathryn Stark Posts: 1
11/19/2023
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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.
One strategy I implement in my classroom is the use of mnemonic instruction, and the example from the reading is one I use exactly when teaching beginner Band students how to read letter names on a music staff : Good Boys Do Fine Always, All Cows Eat Grass.
Another strategy I can implement in my classroom is grouping practices. I have my students use a "practice buddy" when learning a new concept and give them short increments of time to talk to each other to clarify information and then apply that information with each other before we continue as a full ensemble.
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Kathryn Eaton Posts: 3
12/30/2023
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I have used GarageBand on iPads to form a student band in an ESE classroom. The students are able to explore the different instrument and sounds they make. Then we used the premade sounds to make a song together. I have also used boomwhacker play along with autistic students and students with down syndrome. Students are able to immediately get sound from the instrument without a struggle. I will slow down some of the songs in order to make them more successful to play.
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