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Cheryl Johnson Posts: 1
8/21/2017
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Working with preschool students when so many of my students are just grasping the idea of music and rhythm can be challenging. To assist my students with disabilities and those without I provide the projector and learning videos based on the goal or theme for the day. For my students who may have language disabilities or delays, Chaining is encouraged as the words of a song or rhyme is placed on the wall from the projector. I encourage my students to follow along with the words as they are highlighted by saying each word or the last word of each phrase. As the students are focusing on the words of the song or rhyme I say the last word of the first line and add more words as the song progresses each day. I also do hand motions to represent particular words and I encourage them to mimic me. This is especially beneficial for students with a hearing disability as they watch the words on the wall and focus on my hand motions this will help them to learn the words of the song along with the sign for each word.
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Kathryn Frericks Posts: 3
8/27/2017
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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.
The first strategy I am planning to implement is the use of Semantic Maps. Often when I introduce a new concept or art style/movement, as a class we will review what qualifies as an attribute. By providing a Semantic Map to my students they will be actively participating in the recording of the qualities. In addition they will have a visual tool to reflect on when comparing and contrasting their artistic creations. For example, we started this year with a Pop Art Unit followed by the creation of the students sketch book covers. A Semantic Map would be very helpful in assessing whether the covers created meet the basic criteria of an example of Pop Art.
The second strategy I would like to introduce would be a blending of a Reflection Strategy with a Peer/Partner activity.
As a final step of project analysis, students will partner with a peer to reflect on the following questions: What parts of the assignment did you find most challenging? What part of the assignment did you find you needed the most assistance? What would you suggest as a change to improve this assignment?
The pairs would then conference with the other team at their table and collectively come up with one constructive suggestion to improve the process of the project. Each Team would present their observations with the class
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Erin Thomas Posts: 3
8/28/2017
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Two strategies that work very well in my classroom especially in my self-contained class is chaining and peer partners. Each day we begin our routine with a mixer activity but a more difficult element is added to it. This demonstrates chaining, where we will eventually get to the "goal difficulty" level of the task. This particular mixer also gives all students the opportunity to work with everyone in their class so 1. they aren't always "stuck" with someone who isn't quite grasping the task yet and 2. they get the opportunity to help each other and work through things collaboratively. This leads into my next strategy...My students love to chat with each other so I use that to their advantage and allow them to chat with each other about the task at hand using the peer partner model. They get the chance to talk about what they understand, don't understand, and work through teaching each other without even knowing it! This builds the comfort level in my classroom because my students with disabilities overcome their insecurities and can go to anyone in the class to pair with and talk to. It's amazing how these activities and strategies work together in the music classroom!
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Dretha Fennell Posts: 3
9/14/2017
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I have used Technology in Learning Centers with Peer Partners by setting up an instrument listening game. Using iPads and the 'Music Genuis' app, students practice listening to instrument sounds and identifying the instrument which makes the sound by selecting the correct pictured options from the screen. Immediate feedback is given in the program by showing the correct answer and giving the student (and his/her team) a game point. I am free to circle and assist in order to help and celebrate struggling students with their responses. The activity is beneficial to LI students because the learning game involves pictures and listening to sounds. It is giving SLD students more time to practice identifying instruments sounds at their own pace and they are also seeing the responses of advanced students which reinforces the skill objective. As students master the skill of identfying instrument sounds, advanced students can progress to more difficult levels of the game. E/BD Students are practcing social skills as they take turns with partners and team members.
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Marco Thomas Posts: 3
9/14/2017
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I have used Peer Partners and Self Reflection. Peer Partners works well because there have been situations in class when I have explained a skill multiple times in multiple ways to a students. Sometimes it may take 10-15 minutes for a student to understand. I usually pair a student up with a peer partner and the students that were not understanding start to understand the concept in 5 minutes. I am not sure why, but when students work with students content can be learned much faster. Self Reflection is helpful because I don't need to point out mistakes to students. They usually know where they can improve. I try to be as supportive as possible and tell students think about what was played and how can you make it better. Can you make sure that your finger is covering the hole better if we are playing recorder or can you make sure your fingers are curved if we are working on piano skills.
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Rainy Barton Posts: 3
9/20/2017
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Two strategies that work really well in my music classroom are Discovery Learning, and Mnemonic Instruction. In music, there are tons of different instruments, along with categories, such as pitched and unpitched, woods, metals, shakers, skins, woodwinds, brass, strings, percussions, keyboards, etc. There are many different instruments within each of those sub categories, and in my class, the students learn about them the best through discovery learning. When they approach a new instrument, I give them a minute to try finding different ways to play it (I first show the ways not to play it so the instrument does not break), and give them questions to think on, such as what is the sound like? Long or short? Does it ring? What type of music could you find this in? It gets the students thinking and they love playing all different types of instruments. I always make sure students with disabilities are sitting next to people that really understand what is going on, so they can help them figure out how to play it, and how to answer the questions.
Mnemonic devices also work well, especially when learning about the five line staff. My older students always have to come up with a mnemonic device for the lines of the treble clef (One of mine this year said every grandma bakes doughnuts faithfully). That helps them remember it for the rest of the year. I use it for the younger kids too, with the four unpitched instrument families: Woods, Membranes, Metals, and Shakers (Making Music, Wacky Sounds). My students with disabilities can usually remember stuff more easily if they have a funny phrase that goes with it.
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Jovanna Magersuppe Posts: 3
10/2/2017
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Our elementary school of almost 900 students contains a large unit of students with Autism (about 60). To take attendance in Music, I sing each child's first name, and they echo back, trying to match my pitches. Many of our students on the ASD spectrum, even if they aren't singers, mumble, or respond verbally with some sound or another. We have one student makes no communicative sounds, but she has a special iPad which helps with her communication needs. Working with the Speech teacher, I have been a part of programming the iPad so she can "sing." I sing her name and she presses the button which says her name out loud. I have also helped to program frequent responses, instrument names, and music vocabulary so she can participate. She has a paraprofessional who helps her as well. This has been very successful in Music.
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Anka Pink Posts: 5
10/16/2017
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I had a student who was hard of hearing, and had to wear hearing aids to help her process any auditory sources found in the classroom. In order to provide the student with equitable access to music education, I used a wireless speaker head phone that amplified my voice through speakers in the ceiling. This system provided freedom for the student to not be tied to one specific location in the classroom, but to move freely about the room for all whole-group and small-group activities. I also played all recorded music through the in-ceiling sound amplification system. When playing on classroom instruments, I ensured that the student was seated right next to the sound source to provide her with the best opportunity for success.
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Anka Pink Posts: 5
10/16/2017
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Peer partners work wonderfully in the general music classroom, for sure! It allows all students an opportunity to process through the critical content with a friend. While students are processing in pairs (following teacher specific guidelines to ensure success), the teacher can walk around the room and check for understanding from each student. In turn, it will allow the teacher with data to provide additional tiered support . i.e. smaller chunks, reteach, a second buddy, etc.
Tammy Voodre wrote:
One of the strategies that I would like to implement in my music classroom would be using "Peer Partner's." This would be really helpful when teaching how to play the recorder and analyzing music. By assigning Recorder Buddies, each buddy could check their partner understanding on proper playing techniques, decoding music and rhythms to a song and help reinforce fingerings on the recorder. This would be helpful to all students as well as our ESE students. I love the idea of the students having instant feedback as they learn together. It would also build community between the members of the class and accountability for learning the material.
Another strategy that I would like to implement in my music classroom is to incorporate "Learning Centers" into my instruction. I like the idea of student's working together in groups. This also would allow students to work on different activities with various degrees of complexities. This would offer more opportunities for students to learn at their own pace and level. I also like the idea that I would get more time to work with my students one on one or at least in a small group setting.
edited by Tammy Voodre on 5/8/2016
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Anka Pink Posts: 5
10/20/2017
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Two specific strategies I would like to implement in my music classroom are task cards and learning centers.
Task cards are a great way to take a larger piece of information and breaking it down into digestible chunks for students. For students with specific learning disabilities, taking the information and separating it out can help students to work their way in from the big idea concepts to the more specific details of the content. This strategy will not only assist students with disabilities, but will help in clarifying information for all students.
Another strategy would be learning centers. Learning centers in our classroom are already broken down according to the specific content addressed by each, but I would like to better the centers by differentiating the instruction for each student even more. Specifically how students record their progress at the centers need to be improved. There needs to more ways and options for students to record that information to make most sense to them.
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.
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Wade Harrell Posts: 1
10/20/2017
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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 used technology in the music classroom with a lapel microphone that amplified my voice to a receiver to aid a Hearing Impaired student during our lesson time. He could hear me clearly and followed my instructions throughout the lesson. I was quite surprised that this technology was available for his use. I am thrilled that we have this kind of technology to reach the hearing impaired.
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Susan Packer Posts: 4
10/23/2017
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In preparation for the Music Performance Assessment sight reading exam, I frequently present the opportunity of "playing a new piece" as a review of sight reading techniques for my middle school string students. They are beginning to feel comfortable with "task analysis " - we use the STAR system for visual analysis: S = sharps or flats in the key signature, T = time signature or tempo markings, A = accidentals not found in the key signature, R = rhythms (counting the rests and rhythms) , and S = signs which include dynamics, articulations, repeats, and endings, I teach in a small middle school setting (only 100- 6th, 100- 7th and 100- 8th graders) and we have band and drama....most of our students with disabilities would be on an IEP or 504 plan for extra time during test taking or organizational difficulties. Using this simple STAR plan helps those students to maintain appropriate pacing with their peers.
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Jennifer Gonzalez Posts: 3
10/24/2017
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Although I've implemented use of this strategy before, I would like to increase and improve my use of centers in the music classroom. I have discovered that my developmentally delayed students as well as my students who require extra time (per their IEP) do well in centers because I am able to work through difficult tasks with them individually or they are able to work on their own/with a small group and spend more time on a specific activity that is much more at their own pace than group instruction.
I would also like to implement the use of self-evaluation. I could begin by implementing this after a performance and have students provide feedback on how they feel they performed individually and as a group and give suggestions on how they believe they could improve as musicians. I would also like to use this in class somehow--maybe while students practiced playing on xylophones or while reading for recorders. This would require some sort of writing or self-grading system but could be really useful in helping students look back on their own progress and seeing what needed improvement.
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Kathleen Morrow Posts: 3
10/25/2017
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I have a student with a severe Visual Impairment. This student has glasses but frequently forgets them as they are in kindergarten. Some of the strategies I have used to help this child learn is enlarging the text, modeling of instructions, and a buddy system so that another responsible student can help if they notice that this particular student is struggling with the material.
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Alicia Coon Posts: 6
11/22/2017
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While studying a unit on the symphony orchestra, I divided the class into the four families of instruments. Each student was given a laptop to use in their group. Each group had to go into an assignment through Quaver Music and explore the various instruments in their family. The students had to listen to each instrument and look at the parts of the instruments. Each group had to then come up with three things that each of the instruments had in common and write these down on their group assignment sheet. The next class period, each group had to explain the three similarities to the class. This assignment was an example of Cooperative Learning by Grouping. Each student gave input in the small group as the students discussed the instrument similarities. As students reported to the class the following week, I implemented Self Evaluation and Reflection by asking questions to generate discussion about those instruments and how they were related. Students with disabilities in these classes were successful with this assignment as it increased student participation and social skills.
edited by Alicia Coon on 11/22/2017
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David Hahn Posts: 6
1/2/2018
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The first option in this discussion question says the following:
- 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.
When I read the first option provided and the word "potentially" appears, it leads me to think how two strategies that I haven't used yet could make a positive impact for students with certain disabilities. There are methods that I have tried in the past that have worked for many of my students, such as using cooperative learning structures (the music room utilizes the Rally Robin and Timed Pair Share activities fairly often) and graphic organizers to accomplish lesson objectives. However, if I have interpreted the words in the first option correctly, then the answer will be complete if I list future methods to try and how these methods will specifically make things better for specific students.
The first strategy that could be potentially helpful for one of my Kindergarten students would be the use of chaining. The student is in process of evaluation for Attention Deficit Disorder. Chaining could help this particular student stay engaged when learning lyrics to a new song a little at a time. Multiple repetitions of the lyric line to be memorized would keep the verbal stimuli consistent. Gradually increasing the blank spaces in each new lyric line could provide the opportunity for this student to verbally fill in the rest of those blanks at the appropriate time and show mastery of memorizing a song.
Another similar strategy that could potentially help this same student would be the use of a task analysis. I've projected written task analyses on screen with my older elementary students for processes such as how to navigate a particular music app or how to create an eight-measure word composition written by pairs, but I am still working on breaking down tasks into smaller, simpler bits for my younger students, especially the ones whose reading skills are in the early stages. With a verbal task analysis, breaking down a seemingly simpler multi-step process, such as how to get an instrument from the shelf to an assigned spot, would avoid an information overload and help this student focus on accomplishing one task at a time. As this student gets older, I could adapt the task analyses to this student's developing stages of readiness.
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Shannon Hull Posts: 3
1/2/2018
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I have assisted students with visual impairments is by using technology. I use my computer and projector various music lessons, specifically with PowerPoint presentations.. Various students have a hard time seeing things on paper so projecting the concept helps them visualize things much larger. The PowerPoint will also include sounds and videos. There is a computer game that I use that helps students to learn the names of the instruments in various musical families. The game allows me to choose a setting that allows the students to work in teams. The teamwork is another way for the impaired student to enhance their own disability.
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Rachel Grelle Posts: 3
1/4/2018
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I have a self contained class that comes in with a fourth grade class and while we were delving into the families of the orchestra and different instrument sounds I used apps on my iPad to differentiate their instruction. The students are below grade level and unable to handle all of the different sounds of such a wide range of instruments. There is a matching game on one of the apps that works with only four instruments at a time. The students really enjoyed working with the app.
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Shirley Andrews Posts: 5
1/4/2018
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Two strategies that could be useful in my elementary general music/ choral classroom are:
1) Peer support can be useful for many different types of disabilities. I have a keyboard lab and I group partners with peer support in mind. I do rotate students until I find the best peer support for a student.
2) I color code the music alphabet and eventually notation to support students with various disabilities. I use this method initially with all students using Orff or keyboards. I allow students who need the extra support to label pitch names on their notation. I also use power point slides with the pitch inside the noteheads. I offer a printed version with and without the pitch names on the keyboard music stand
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Kara Thibodeau Posts: 3
1/8/2018
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The two strategies I may use are:
1)Self-assessment - I allow my students to do a lot of assessment of others and even myself, but not much emphasis on self assessment. I could have each group perform a small improvisational song and then allow for them to grade themselves while looking at a musical rubric.
2) Peer support is also another example that I may use more frequently within my classroom. I love whole group instruction and I know that they may benefit from being put into partners to explore more in depth thought processes and individual needs.
I assisted a student with disabilities in my class with the projector on my white board. It allows a visual impaired child to see the music at a larger view and at a color that worked better for him as well.
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