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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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Michelle McCarthy Posts: 2
4/16/2016
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The first strategy that I would implement would be the Peer Partners Strategy. I love it when I have older students help younger students learn their instrument. For example, if I had a student that had a disability that had an IEP stating they need more time to complete tasks and tests, I would pair them up with a student that played the same instrument. I could have the peer mentor sit next to the student who needed the help or I could have them practice together in a practice room or different part of the room. I would also incorporate some type of graphic organizer to help with learning music theory (semantic), music history (story/Venn) and to help complete listening journals (story, Semantic).
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Kim Evans Posts: 2
4/19/2016
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One strategy I have used is mnemonic instruction. In this strategy, either the students or the teacher comes up with a rhyme, pattern, or saying to help students remember a specific musical concept. We frequently use FACE to label the space notes in the treble clef and All Cows Eat Grass to label the space notes in the bass clef. Fat Cats Go Down Alleys Eating Birds is a clever way to help remember the order of the sharps in the key signature. There are many other mnemonic devises we use daily in the band setting, Another helpful strategy is allowing the students to come up with their own mnemonic devices and share them out with the class. Using mnemonic devises is beneficial for all students and proves very effective in my classroom.
Another effective strategy I have used in my class is the Peer Partner strategy, Here, students can be paired in order to share learning experiences. Often if I have a brand new student to band, or a student who is struggling, I can pair them with another student who excels. This is beneficial to both students. The struggling student gets to work with a partner who can help them throughout the class, when needed. The higher achieving student can demonstrate mastery by teaching and helping the others. This has been an effective tool for use in the band classroom setting.
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Carrie Guffy Posts: 3
4/20/2016
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In the after school choral activities, such as show choir and Men's choir, we use Peer Partners Strategy a lot. The "captains" of the group are very good about pulling kids aside to help with rhythms, notes, etc. It is very beneficial to both the student that needs assistance and for the one giving the assistance. Peer partners strategy not only allows the students to learn but to have social interaction as well.
General music class is very conducive to task cards. Recently we implemented a lesson on Broadway Theater productions. Each Tier were giving task cards where their final projects, after research, were to create an advertisement for the show, act out a scene from the show, turn in a research paper.
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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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sarah shearon-smith Posts: 2
4/22/2016
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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 several students every year that are slow in recognizing the pitches and notes that they are actually playing. This is usually in my brass group since it is air speed related. I have found an app called Bandmate Chromatic tuner that is free I use with these students. I set them up with Peers and send them two at at time with my ipad to work on the first five to ten notes. Their peer is one of the students that is being successful with hitting the specific pitches. This allows students to see the notes they are actually playing on the staff so they can change their air speed either faster or slower to make sure they are matching pitches. It has made the brass sections of my beginning band class a whole lot more successful. This is usually used for either Delayed learning or students that have a pitch discretion with hearing.
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KAREN ROMINE Posts: 4
4/25/2016
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I use technology in many different ways in my choral classroom. I use GarageBand to record accompaniment, and then I use multiple vocal tracks to record each vocal part. I can then play it for the students in the classroom; highlighting, removing, subduing parts as needed. In our sectional rehearsals, these recordings are AirPlayed to student leaders who are then able to facilitate a peer-led sectional rehearsal. I upload all of the recordings to YouTube, and then link them to our school's website. I found a free tuner/metronome/recording app that is available for both Apple and Android devices and made that known to the students so that they can check their progress and learning on an individual basis. I use an online sight-reading website that we access in class, and that the students are able to access on their own to facilitate learning of intervals and sight singing. I project music and activities on a white board to aid my students who are visually impaired, and I also allow them to use personal devices with scanned copies so that they are able to zoom in whenever needed. These accommodations help my students with behavioral disabilities, hearing and vision impairments and for those who require additional time because of either delayed learning or behavioral deficits.
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Chorus Teacher Middle/High School
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Kendall Carrier Posts: 3
4/27/2016
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I have used technology to help with a visually impaired student. Using the music writing program called Sibelius, I wrote the student's band music into a computer based program. We then transferred the music to an IPAD which allowed us to Zoom in on the notes and make them much larger and easier for the student to read. The music scrolls in real time keeping the music the need to read easy to see. It is very simple technology and since it fits on the music stand, it does not bring any extra attention to the student.
edited by Kendall Carrier on 4/27/2016
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Kenneth Phillips Posts: 3
4/29/2016
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I had a student in a music theory class that had a problem processing visual information, mostly written information. This was mostly evident when he was asked to analyze written chords or take written test. Basically, he needed more time to process the questions and his answers. With chord analysis, he seemed to process much faster if he was writing on the whiteboard and he could physically count intervals by counting the lines and spaces by touching each line or space with his finger. When he was taken written test, all he needed was a time accommodation. The final theory exam took hime 2 hours and 45 minutes. He scored 89% on the final. We were very pleased!
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Elizabeth Phillips Posts: 3
4/30/2016
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The advancement of technology (especially in the past ten years)...has been an amazing tool in the music classroom. For speech impaired learners, the use of recordings to listen to and their own vocal recordings allows them to hear individually what is expected and where they are as they progress through a pitch exercise, rhythmic learning, and song preparation. Thankful for a colleague next door (thanks Ms. Shearon :-)...she has shared apps that we have been able to use with students that might have even a slight hearing/language impairment to record themselves and visually match the pitch they see on the screen. This allows the students to see if they need to support the sound with more air (and energy) resulting in the raised/lowered pitch.
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Cassidy Gleaton Posts: 3
5/10/2016
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I love the concept of Tiered Lessons, especially within an ensemble setting. The students are all on such different levels (especially in a school with only one concert band) that being able to divide them into ability groups and assign certain tasks would work very well. Cubing would allow me to assign certain simpler tasks to students on lower levels, and more difficult tasks to more advanced students, creating a challenge for all. For a student with disabilities, I would structure and plan for that student to receive the appropriate task for their current level.
Peer Partners would also work well in an ensemble, pairing a student with disabilities (like language delays) with a student who is comfortable providing extra time and extra explanations when the teacher cannot. That student could help ensure that their partner understands the questions and concepts during class.
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Angela Mckenzie Posts: 3
5/13/2016
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Two examples of strategies that have been helpful for all students in my classroom have been mnemonic instruction and peer partner strategy. Mnemonic instruction has been helpful with many music theory and notation lessons by using a pattern or saying that can help students remember musical terms or theory. Every good boy does fine for treble clef line names, and good boys do fine always for bass clef line names are just a couple of examples. Mnemonic instruction can be repeated to help build confidence in knowledge of the terms and information. Peer partner strategy is another way that students can work together to learn different things in music. Pairing a student up with another student could give each of them more time to explain things or present information in a different way to help each other and others in their section, or ensemble. In a couple of my classes, I have beginners mixed in with students with experience, so peer partner strategy has been a great learning strategy for all the students involved. It gives the new student an opportunity to work and learn from students with experience, and provides motivation for goals to reach with those students. It also provides leadership experience for the students with experience, and gives them an opportunity to be a teacher to help the younger student.
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Mike Wilson Posts: 3
5/17/2016
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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.
One way I have helped one of my students with autism coup with stressful situations during testing is to allow them to complete the test lines using assessment software on computers. My students with autism have always been severely stressed when performing their test lines, or "pass-off" lines. I use a program called SmartMusic to allow those students to perform with a computer in the practice room away from other students. The students receive the benefit of being assessed on the same material as all other students, but being able to do so in a relatively stress-free environment. The computer program with give them a score based on their accuracy of their playing and give them a numeric score. I am then able to hear a recording of that performance in order to give feedback at a later time. The student is not put in stressful social situations.
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Chris Endsley Posts: 4
5/21/2016
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Option 2: I had a student in my AP Music Theory class who had difficulty in note taking. I allowed this student to bring his iPad to class and take all of his notes on it. Additionally, he had a music writing program on it that enabled him to complete much of the notation work on the same iPad. At the same time, I encourage him to also work on traditional staff paper since that is what is required on the FRQ questions on the actual AP exam. The combination of technology and traditional hand-written work proved quite successful for this student, who is now a Vocal Performance major.
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Chris Endsley Posts: 4
5/21/2016
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Option 2: I had a student in my AP Music Theory class who had difficulty in note taking. I allowed this student to bring his iPad to class and take all of his notes on it. Additionally, he had a music writing program on it that enabled him to complete much of the notation work on the same iPad. At the same time, I encourage him to also work on traditional staff paper since that is what is required on the FRQ questions on the actual AP exam. The combination of technology and traditional hand-written work proved quite successful for this student, who is now a Vocal Performance major.
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Lisa Testa Posts: 3
5/22/2016
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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.
I frequently use Peer Partners strategy during my choir class. Sometimes during warm-ups they pair up to monitor breath support or posture. Each one must be the teacher and then the student. Sometimes that peer "cheerleader/coach" can coax a beautiful sound we haven't heard from the student, yet, and we all get to rejoice. This allows a weaker student to feel confidence because they stepped "out of their box" to sing with a beautiful tone or they were able to lead their "student" to a better sound.
Mnemonic instruction is fabulous for teaching key signatures and the order of sharps and flats. When they are first introduced, I give the students several Mnemonic phrases that past students have used. I also encourage the students to come up with their own. By creating their own mnemonic phrases, I find that the students who don't simply memorize key signatures can become as fast as those who do.
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Tiffany Demps Posts: 3
5/25/2016
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Two strategies that can be implemented in my keyboard class include task analysis and using peer partners. During the first part of class students do independent practice time. A task analysis breaking down the steps I would like for them to follow in their practicing would be helpful in setting clear expectations of how their time should be spent. I think it would especially help students who struggle to stay focused and students that have difficulty following multiple step processes by having it broken down step by step. After independent practice, using peer partners would allow me to pair up students to help each other in their practice. By pairing students that are struggling with stronger students it could help bring the struggling student up to where they need to be and give the student already excelling the challenge of taking on a leadership role.
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Scott LaBorde Posts: 5
5/26/2016
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One strategy used for me is Tiered Lessons. Within my curriculum, we have certain benchmarks with a timeline of which students should progress. Regardless of readiness level or current ability, students have the freedom to either complete/advance beyond the curriculum or be allowed to continue their studies beyond the published date. For struggling students and/or students with learning disabilities, this flexibility allows for students to continually be provided opportunities for advancement. Each time a student attempts an assignment, immediate feedback is provided along with individualized instruction for improvement. I did not classify this as Differentiated Assignments due to the fact I'm referring to the same contact between students.
Another strategy is Task Analysis. This is probably the most inherently used strategy in music classes. Big concepts are broken down to the most simplest forms while attaching the new content with already learned concepts. Afterwards, we find ourselves using the Chaining concept by adding forward the next steps towards learning the big picture.
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Zachary Murdock Posts: 3
5/31/2016
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We have a voice system that amplies the teacher's or students voice during a presentation. This allows one of my students, who is hearing impaired, be able to understand what is being taught.
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Paulette Tomlinson Posts: 3
6/1/2016
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I once taught a student in band with a visual impairment. We loaded PDFs of her band music onto a large tablet so that she could zoom in on the music if she needed it to be bigger. She also used her own stand so that she would not have to share with another student (though the others got very jealous of her super cool gadget!). It worked great. I know now that there are actual music stands made for this type of thing - I saw a violinist in the Chicago Symphony Orchestra using one when I attended a concert last December.
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