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Administrator Administrator Posts: 18
4/11/2016
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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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Ann McFall Posts: 3
4/14/2016
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The first strategy I can implement in my music classroom is task analysis. For the upper grades, I give them at least one project a year that takes about 3-4 weeks to complete. Instead of giving them all the tasks to complete at once, I can break it down week by week. For the last week students can compile all the information together and complete the project. This will help students with disabilities because they are able to focus on one thing at a time. This strategy would also work when setting up xylophones in a pentatonic scale. I will usually tell my classes to take of their "hamburgers and fries" (B and F), but when working with students with disabilities, it would work better to have them find all the B's first and then all the F's.
The other strategy I can implement in my class is peer partners. Allowing students to work with a shoulder partner for certain tasks would be beneficial to all students. Students who are able to demonstrate/teach a skill, know it well. Other students might need to see one of their peers perform the task before it "clicks." This would be helpful to students with disabilities because their one-on-one paraprofessionals are not familiar with the concept I'm teaching, whereas the students in my class have had music instruction for a number of years. This is also helpful in building community and friendship in the classroom. Some students are self-contained in the classroom, but come to music with other classes. This would help build relationships in my room so that my self contained students don't feel secluded or different.
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Zadda Bazzy Posts: 3
4/18/2016
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One strategy that I can improve upon is providing students more opportunities for self-evaluation at reflection. I believe that after every performance/activity/task is it helpful to celebrate one thing that went well and to identify an area for improvement. Rather than telling students what they did well and how they can improve, I would like to offer more opportunities for the students themselves to reflect on their progress.
In addition, I can increase my use of graphic organizers in the classroom. Graphic organizers provide a visual way to organize important content. They are especially effective when students complete the graphic organizers. The increased use of graphic organizers might help students process and remember key ideas. This could be true for visual learners, as well as students with special needs.
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Julie Hebert Posts: 6
5/13/2016
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I have had several students with various disabilities who needed additional instruction on how to get started playing the recorder. I found a wonderful introductory video available for free online. The video was really well done and walked students through each step. From how to properly hold the recorder, to producing a quality sound, to beginning to read the music in a recorder book. I was able to put the link to the video on my classroom website for students to work individually from home. This strategy also worked well for students who transferred in after we had already begun playing recorders.
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Ruthie Antmann Posts: 3
5/23/2016
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Two strategies I use to help students with disabilities are cooperative grouping and task analysis. Task analysis helps me teach them to play on instruments by creating a routine out of learning musical passages; the structure of this strategy helps students be successful. Cooperative groups helps students with disabilities because they have a task that they can contribute to the group, but their weaknesses are supported by other group members who help in those areas.
One strategy I would like to use more is the cube method of tiered instruction. That sounds like such a fun way to incorporate choice into each benchmark, and to match tasks to student abilities at the same time.
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Jessica Gautier Posts: 4
5/7/2016
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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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Jessica Gautier Posts: 4
5/7/2016
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Which graphics organizers have you found are your favorite?
Zadda Bazzy wrote:
One strategy that I can improve upon is providing students more opportunities for self-evaluation at reflection. I believe that after every performance/activity/task is it helpful to celebrate one thing that went well and to identify an area for improvement. Rather than telling students what they did well and how they can improve, I would like to offer more opportunities for the students themselves to reflect on their progress.
In addition, I can increase my use of graphic organizers in the classroom. Graphic organizers provide a visual way to organize important content. They are especially effective when students complete the graphic organizers. The increased use of graphic organizers might help students process and remember key ideas. This could be true for visual learners, as well as students with special needs.
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Tammy Voodre Posts: 3
5/8/2016
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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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Judith Kelley Posts: 4
4/21/2016
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One strategy I currently use for recorder instruction is Task Analysis. For each new song, we clap the rhythm, sing the note names in rhythm, finger the notes on the recorder as we sing, and then play the song. The students know what to expect and this set procedure helps them concentrate on the new information in the lesson. I also use colors for notes on the lines and spaces. This helps all my students, including ESE. Recently, my students were getting stuck on a song. I came up with the idea to have them only play the new note as I sang and pointed to the notes on the chart. Then I picked a different note, one they already knew, and had them play only that note. Next, I divided the students into groups and assigned each group only one note to play in the song. Each time we repeated the song, I gave each group a new note to play. Finally, we all played the entire song. This method of breaking down the piece worked. Almost all the students can now play that song.
A strategy I would like to implement more is Peer Partners. Students who have successfully played a piece enjoy helping others who need help and students learn quickly when I use this strategy. This strategy would be helpful at the keyboards, Orff instruments, or when learning a new dance.
I would also like to use more graphic organizers, such as Venn Diagrams and Semantic Maps. I can see how this would be visually helpful for teaching listening pieces, instruments, songs, new concepts, etc.
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Robert Surroca Posts: 3
4/15/2016
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One way I have assisted students with visual impairments is by using technology. Since I have a smart board in my classroom, I use it for various music lessons. Various students have a hard time seeing things on paper so using the smart board helps them visualize things much larger. Some of the students with visual impairments have also received new glasses and the students are able to see better, but using my smart board during my lessons has engaged the students more. For example, there is a computer game that I use because it focuses on my goals for 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. Therefore, the students that have visual disabilities have encouragement from their own team members to get the answers correct while they also can enhance their own disability and see things much larger on a smart board.
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Ivy Hernandez Posts: 3
5/24/2016
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One way I have used technology to meet the needs of a student with a disability in my classroom is through the use of a recorder app for a student that had dysgraphia. She would try to write and it would take her all class period to write just a few sentences. The recorder app was easy for her to use, and it was much less stressful for her than writing.
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Sara DiPardo Posts: 7
6/6/2016
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With my student population I think using the exit ticket and exit response will be very helpful. I hesitated to use it that much this year because honestly of copying paper! But index cards and sticky notes are things I will be using more of. My students LOVE to brag about what they've learned in my class and I think this will be a good way to keep that excitement. My ESE students will benefit from this. Although for some I will need to take down their answer verbally but all the same. I also anticipate on using more tiered instruction to better accommodate.
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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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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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Nancy Rogers Posts: 3
5/19/2018
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The school district purchased an online music curriculum for us to use this year. With this new curriculum, I am able to project the lessons onto my SmartBoard. This new technology allows me to enlarge the music which has truly helped my students with visual impairments see the words of a song and other parts of the lesson easier than using a book or a chart.
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Barbara Sullivan Posts: 3
6/23/2018
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I teach in an elementary music classroom. I have used technology in many ways. My first "smart board" was a Mimio. There were very few music lessons created for this type of technology. In the course of 5 years I had created over 125 lessons. In this type of assisted technology, you could use a pen to manipulate objects on the board or a tablet with attached pen. I had a student with disabilities in a wheel chair. She had use of both hands and arms, but she was better with one side vs the other. Her adult aide held the tablet. She was able to use the tablet/pen to answer questions in class and participate. Her success was evident as she would smile and laugh when she was able to find the correct answer.
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Jesus Segura Posts: 2
6/22/2021
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During the covid-19 pandemic we were able to use Quaver music, its a music website that allows one to give lessons that are interactive online. We were able to also provide every student with a laptop for the year and once we were back in the classroom our lessons would include portions of Quaver and all students would get there laptops out and complete the assignments. My visually impaired and difficulty of hearing students benefited because the screen was close & enlarged and the headphones allowed students to hear better during their assignment on quaver music.
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