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Charlotte Walters 2 Posts: 4
7/6/2019
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I have incorporated technology in my class by using a free online review game called Kahoot. I have used this fun game to target learning gains from pre and post tests. Students can compete against each other using their phones, tablets or computers. After each question is answered, it shows a graph of all students from first to last based on who answered the questions correctly the fastest. I use this to monitor student achievement. I was able to help one of my students with disabilities who was struggling with music vocabulary. I asked the ESE teacher how I can further help this student, and she told me that her strength is visual and I was able to supplement additional help with vocabulary by showing a clip from Little Einsteins that targeted the specific terms that we were covering. After watching the clip, which she loved, she made a big learning gain on the post test from Kahoot.
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cynthia gaitanis Posts: 3
7/13/2019
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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.
- In my sixth grade general music classroom, we often use graphic organizers to take notes. I especially like the interactive notebooks we started using last year. Students can draw their graphic organizers directly into their composition books and then we often fill them in as a class as we move through the lesson. I have found that the use of graphic organizers helps students organize the information presented into chunks that can be better understood.
- In my secondary women's chorus we I use tiered and scaffolded lessons daily. In the same class I have chorus one and chorus 3 students. Some of these students are excellent sight readers while some of them struggle to count basic rhythms and have never heard of sol fege. I typically seat students in such a way that stronger readers and more confident singers are sitting behind or beside students who need more help. Also, during sight reading assessments, students who are more confident are required to use sol fege and hand signs while those less confident are allowed to omit the handsigns for the first three assessments they take individually. By allowing the beginners to master the syllable and pitch before adding the hand signs, they are given small chunks that they can then build on.
- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
- I do not have much technology available for use in my room. I did have a student that was diagnosed with a speech disorder and she was unable to match pitch last year, so I bought her a toobaloo, which is a plastic tube that she holds that directs sound from her mouth to her ear. It was revolutionary. So much so, in fact, that she wanted to use it during the concerts. By allowing her to hear herself over her ensemble really allowed her to progress in her pitch matching abilities.
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Mary Jeter Posts: 4
7/20/2019
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I teach a mixed level middle school chorus class. One of the first things I do is identify strong singers and weaker singers as well as the square strong sight reading ability. I generally place the strong singers and or strong site singers in between those students that are not as strong. When learning a skill such as site singing I break that skill down in steps. Generally there is a rhythm exercise written on the board. The first thing I do is have the students take a moment to look at the exercise visually. I asked them what the fraction or time signature means and they chant their response back to me. If The time signature is a new one we will go through the steps of defining what that time signature means. I then demonstrate the rhythm first either by tapping the rhythm or hissing the rhythm. I then I ask them to do the same immediately afterwards. If they miss any particular beat or rhythm, I immediately go back and demonstrate it, and they repeat it. This may happen several times throughout the exercise. I then give them a pitch and ask them to sing that rhythm on that pitch and that picture is usually sung on a loo. The steps that come after that involve adding the rhythms, and then count singing the rhythms on a pitch. Students that have the concept down may be asked to demonstrate the rhythm first and then the rest of the class will do it after they do it. Once this routine or way of learning rhythmic patterns and time signatures is established, we use this routine each time we learn a new concept.
edited by Eyrishgrl on 7/20/2019
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Ben Pyatt Posts: 3
7/25/2019
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I had a student who was non-traditional communicator who used an iPad to communicate. Her parents had installed a music app that allowed her to create different sound using her iPad. This allowed her to participate in the music-making during class. We were able to connect to our sound system via Bluetooth so we could all hear her musical contribution.
I also used a program called SmartMusic as a tool for our band students. SmartMusic is a web-based music education platform that connects teachers and students. Students have access to thousands of pieces of music several method books to choose from. I make assignments to the class either from a piece of music we are working on or the book we are working out of. Students can record themselves playing at home (without the anxiety of playing in front of peers) and submit their recording for me to listen to. The computer can assess correct pitch and rhythm (which I have over-ride power over) and I can listen for their tone development, articulation, dynamics, etc. I can type my feedback directly to them, giving information about their strengths and areas/techniques to make improvements. It allows me to notice patterns of success/struggle across the entire class and helps me to make adjustments to what we need to work on in class. Though it was not designed specifically for students with disabilities, it is a universal tool for all students. I have not had the opportunity to use this tool with a student with special needs yet, but I hope to!
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Cynthia Starling Posts: 3
7/31/2019
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Option 2: Smart music is a wonderful tool for my students to record the exercise and get immediate feedback. This is great for my learners that are having difficulties hearing the errors they make. It shows them the specific errors that they can listen back to see how the errors are being made. This also helps for the visual learners and those with processing difficulties.
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Jacob Grimes Posts: 3
8/4/2019
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At the beginning of the year, I normally use mnemonic instruction for note names on the bass and treble clef staffs. I start off telling them the most typical mnemonic devices for them and show them where each letter is on both staffs. After that, I put them into small groups, and I have each group come up with their own mnemonic device for the note names. After about 5 mins or so, we have a friendly competion to see which mnemonic devices the class likes the best. This uses both the mnemonic instructions strategy and the cooperative learning strategy in the same lesson.
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Marc Smith Posts: 4
10/5/2019
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In addition to explaining how key signatures are determined, I use mnemonics to help students remember the key signatures. See no "# or b's," you are in the key of C. The order of Sharps are Fat Cats Go Down Alleys Eating Bread. The order of Flats are the sharps spelled backwards, or spell the word BEAD - Great Chicago Fire. The word "Flat" begins with "F," therefore, 1 flat in your Key Signature is "F." It is the next to last flat in all the other Key Signatures.
The second strategy is using Computer-Assisted Software with iPads to have the student do drill and practice identifying the key signatures. MusicTheory.net works well for this.
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Jessica Klee Posts: 8
10/6/2019
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I use mnemonics as well for my elementary 3rd - 5th graders to learn the treble clef lines and spaces. I am in the process of introducing game stations to enhance learning because their seems to be a gab between singing the song of the lines to reading to play the notes. I figure kids like to play games and know the rules, therefore after teaching the rules explicitly, they will really comprehend the notes. I am also giving a pre and post test to show growth.
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Thomas McNair Posts: 3
10/22/2019
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Tool and Strategies: 1. Cooperative Learning: I would have the students break into smaller groups of like instruments/parts and have sectionals w/more experienced students guiding the group. After the more accomplished players help the students struggling with their parts to become more proficient, we break into SATB groupings and let the struggling students slowly see how their musical part fits w/in the music. This also helps with assessment as one can hear the individual players and zero in on any deficiencies and not have the student feel uncomfortable in front of a large group. Support from the other students should be paramount. Individual parts could also be altered to benefit a student or adapt to the student's abilities. After the student(s) feel reasonably comfortable, go back to large group rehearsal format.
2.Graphic Organizers (thinking maps): These would work very well in teaching the music theory/history aspect of instrumental music classes. As there are many forms of graphic organizers, one could find/choose those that are conducive for music vocabulary, notation, expressive markings, form etc. These would greatly help students to organize information and provide visual representation of aural components.
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Kathrine Rudzik Posts: 2
10/27/2019
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One strategy that I use in my class room is the use of mnemonic devices to assist students with learning the lines and spaces in both treble and bass clefs. By using this strategy, students have an easier time remembering the different clefs and the lines and spaces associated with them.
The other tool and strategy that I use is cooperative learning. I have students break into small groups, based off their instruments, and work with each other on lines that we are learning in class. This allows for groups to review the lessons with their peers and they are able to have more opportunities to review information.
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Kimberly Annis Posts: 3
11/4/2019
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I had a student in my middle school chorus that was a selective mute. I assigned a strong singer "peer tutor" next to her. As the year progressed she participated more in the classroom activities. She had a small on her face and began to sing in the large group setting. I also used sightreadingfactory.com to create new sight-singing and rhythmic activities daily with my students.
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Kimberly Annis
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Thomas Silliman Posts: 3
11/23/2019
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I have used technology in the following ways to help my students:
1. I use the Staff Wars app to help students practice identifying the pitch names in a video game type setting. We do some practice on this app in class and the students are able to practice at home as well
2. I use the BAND app and our FOCUS app to provide video instruction on a wide variety of technique elements, including basic bow hand, basic left hand, and vibrato
3. I also use the BAND app and FOCUS app for students to submit videos of their playing skills assessments.
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Lisa Benincasa Posts: 3
12/18/2019
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In my choral classroom I always have various students with learning disabilities. I have several technologies that have become favorites of mine. When we prepare for a concert, I input accompaniments on Finale, export as MP3’s, then upload onto Audacity to record vocal tracks for each part. These are made available for students to rehearse with either through email or on my class web pages to use for enrichment. I use an online sight-reading website call The Sight Reading Project, where I can write and store my own exercises. We use this daily in class, and not only is it projected very large onto the screen, but it also has a “tracking” color that moves along with the beat, which really helps all students understand the concept of note lengths. This website also gives you the ability to put in the solfege and then remove it, thereby giving the students a chance to learn the pitches first then scaffold to the place whereby they process the sight reading without this tool once they become proficient. They are also able to access it from home. These accommodations help my students with hearing and vision impairments, behavioral deficits and processing deficits to keep up with the others in the class.
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Lisa Benincasa Posts: 3
12/18/2019
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In my choral classroom I always have various students with learning disabilities. I have several technologies that have become favorites of mine. When we prepare for a concert, I input accompaniments on Finale, export as MP3’s, then upload onto Audacity to record vocal tracks for each part. These are made available for students to rehearse with either through email or on my class web pages to use for enrichment. I use an online sight-reading website call The Sight Reading Project, where I can write and store my own exercises. We use this daily in class, and not only is it projected very large onto the screen, but it also has a “tracking” color that moves along with the beat, which really helps all students understand the concept of note lengths. This website also gives you the ability to put in the solfege and then remove it, thereby giving the students a chance to learn the pitches first then scaffold to the place whereby they process the sight reading without this tool once they become proficient. They are also able to access it from home. These accommodations help my students with hearing and vision impairments, behavioral deficits and processing deficits to keep up with the others in the class.
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stephen cornelius Posts: 3
12/29/2019
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The use of student-led learning is a great strategy that not only builds the skills of the individual student but also allows for the reinforcement and development of leadership skills. This helps with the improvement of all students within the program.
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Michelle DuChemin Posts: 3
1/1/2020
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Option 2:
Using voice recording from my phone - I am able to record not only full accompaniments for sectionals (I can't be everywhere at once) but individual parts. I'm able to put these on a specific tab on our website so that all students, including my blind student, can access it anywhere at anytime. Using this technology, the students become more independent with their practice and makes our rehearsal time go smoothly. It also makes my blind student more responsible for her own learning. She comes to rehearsal confident and ready to go!
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Ian Ackroyd Posts: 3
1/6/2020
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I have used a tuning app on a tablet or smart phone to help a student with a hearing disability distinguish pitches on their instrument. By visualizing the note and "feeling" the sound of the pitch, the student was more easily able to distinguish correct pitches on her instrument.
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Meghan Victoria Doyle Posts: 3
1/20/2020
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I had a horn player who was hard of hearing and could not identify if she was on the correct pitches. I utilized the "Tonal Energy" app where it would display what note she was playing and what in what octave. The helped her as she was able to "feel" how her embouchure should be for certain notes.
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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Megan Cianflone Posts: 4
1/20/2020
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Two strategies that can be implemented are 1. mnemonic instruction- for note names on the treble and bass staff also for strings on the guitar
the 2 is graphic organizers such as a Venn diagram for comparing and contrasting musical works. Both of these strategies can be even more meaningful for a student if a peer partner is used.
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James Rode Posts: 2
1/25/2020
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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
I have noticed several students in my group piano classes struggle with group discussion. Some are introverted, but some are on the autism spectrum and are loathe to participate. I wanted the students to generate their own questions about our new Baroque unit, but I knew some of my students would shrivel up. So, I decided to incorporate technology and Cornell notes into the lesson. While some students generated questions and got directed with a lesson from myself, those students wishing to learn at their own pace got a YouTube video on Baroque history with guided notes. This allowed them to use Computer Aided Instruction at their own pace to understand important points.
In one of my choir classes I used Cooperative Learning to do background research on an Iraqi song we were learning. Each group was assigned a different aspect of the piece, but within each group had a similar assignment: a written product, a visual product, a speaking product and a research portion. This allowed students to refine social skills within small group learning and pick a task that they were more comfortable with.
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