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Kevin Prina Posts: 3
1/26/2020
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Option 1:
As a full-time music instructor I used learning centers in many different ways. I would use this in my keyboard classes by setting up three groups. One at the keyboards, one group doing theory work with me, and one where they were finishing the individual work. This would keep the pace for the class so that my students with ADD/ADHD were more apt to stay on task. For those of my students who had problems with reading or needed one on one attention, the small group lesson with me was a time where I could introduce new information and answer questions of the students.
In my current private studio work, I use chaining to teach new music with tricky rhythms or tongue tying words. I use chaining as part of the rehearsal strategies I teach my students (For example: practice from the end of the piece and work back adding more measures each time), and I build each step of vocal production (for example: the steps of the breath cycle and support). This helps all students, in that it organizes the learning process and helps to chunk information for easier retention.
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Marissa Kotzin Posts: 3
2/3/2020
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Tools that I find the most useful in an ensemble setting are:
1. Computer Assisted Instruction- With the use of Smartmusic, playing assignments can be carefully chosen for students, with parameters such as tempo thresholds put into place. Students have the opportunity to adjust the settings and get immediate feedback on what went well, and what could be done better. Teachers have the ability to set expectations that students only submit assignments after reaching a certain percentage threshold, ensuring that students master the task before moving on to the next assignment.
2. Peer partners are excellent for establishing relationships among students in the class. Mentoring programs allows students that are higher achieving to deepen their learning by tutoring a peer. In my previous classroom, many of my all-state and all-county students would take the younger ensemble class to learn a secondary instrument, but on days when needed, were available to pull out struggling students for one-on-one help.
3. Chaining is a wonderful practice technique, and I love using it with students to help them digest technical passages that seem out of their reach. I often stress the benefits of chaining in at-home practice as well as during rehearsal. It's particularly useful when a student is learning their scales and comes across a key that is giving them extra trouble. Learning the scale one note at a time, and slowly adding additional notes really reinforces and deepens their knowledge of the scale.
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Susan Collins Posts: 9
2/3/2020
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I have a student who is autistic. He has difficulty with focus, being part of a group and with certain sounds. I often use an iPad to help him. We use an online Music curriculum at our school. I can access the curriculum on the iPad and bring up an interactive activity which teaches the concepts we are studying. I give him headphones so that he is not distracted and so that external sounds do not bother him. I allow him to work in any area of the room that he finds comfortable. He really likes this and it has improved his knowledge and his attitude about Music.
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Trevor Hayes Posts: 3
2/9/2020
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I use an ipad or similar device to allow students to scan their parts so they may zoom in as needed and make their own personalized notes to aid them. I also use Finale to create accompanying tracks that they can listen to and play with during individual practice.
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Holly DeWitt Posts: 3
2/21/2020
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Two strategies I have used in my classroom are mnemonic instructions and peer partners. In learning the lines and spaces of the staff we use FACE for the Treble Clef spaces and All Cars Eat Gas for the Bass Clef spaces. This proves effective for all students not just students with disabilities. Peer partners has proved beneficial in helping students that need support as well as the "teacher" student with communication skills. In our piano keyboard class peer partners work on playing duets, one is the left hand (bass clef) and one is the right hand (treble clef). For students that have some type of disability this helps with engaging them. The modifications are virtually endless.
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Chelsey Roberts Posts: 2
3/2/2020
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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 the needs of a student with a disability.
Two strategies that could be implemented in my classroom are cooperative learning and peer partners. By allowing students the opportunity to work in small, heterogeneous groups, more students are able to participate and contribute to the group's overall success. It allows every student to be involved without exceeding their comfort levels. Peer partners would enable students who need additional support to not feel singled out within an ensemble setting. Students who are peer partners could work together in an ensemble rehearsal setting by answering questions or demonstrating the concept being taught.
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Angel Colon Posts: 3
3/3/2020
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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 the needs of a student with a disability.
The first strategy that I could and have used in my classroom is the use of mnemonic devices such as learning the lines and spaces of the staff using Every Good Boy Does Fine for the lines which are EGBDF and FACE for the spaces because "face" rhymes with "space". Other mnemonic devices can be used to remember the strings on our instruments like on the violin its Elephants Always Dance Groovy (EADG). These mnemonic devices make it easy for all students including students with a disability to learn and retain that information. The second strategy I could use and have used is chaining. We could take an exercise in our method book (orchestra) and play the first measure, then the next, then play both measures, and continueosly add a measure at a time. I have seen this strategy work wonders expecially with my students that have a disability.
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Andrew Lopez Posts: 3
3/16/2020
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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 have been very fortunate to gain access to a smart board. This has been huge in my teaching because it has allowed me to help students with disabilities by using the mark option with literally everything I teach. I can show students live helpful resources on the internet and then immediately make edits and connections within the lesson and resource. I have a student who has a hearing disability and by using the giant 75 inch visual aid in addition with the marker option, we're able to move through lessons very quickly and that student can keep pace no problem.
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Joe Hartley Posts: 3
3/26/2020
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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 the needs of a student with a disability.
One strategy that would be useful for a student that has a disability is using tiered lessons. In an ensemble setting this could be done by meeting in sectionals which can adjust the pacing of instruction using a small group setting. Another way of using tiered lessons would be to adjust the complexity of a part. Many times in my guitar class I will have students just focus on the melody line if playing the chords is too challenging at that time. Then as they are ready we add a note to the chord and so on, until they are ready to play the full chord.
Another strategy that would be useful for a student that has a disability is to provide differentiated assignments. One of providing this would be to provide individual instruction. This addresses amount of structure needed for the assignment, number of steps required for the assignment, and form of the assignment.
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Mitchell Bouington Posts: 3
3/30/2020
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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.
A very simple way that I have used technology to address the need of a student is use if a laptop. I have a student who has limited mobility and strength and cannot write using pencil and paper. He is, however, able to type. With a few accommodations, he is able to do his assignments on a keyboard and can complete them, as well as turn them in online. He is able to participate as a general education student, yet still have his needs attended to.
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Kelsie McCay Posts: 5
4/2/2020
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Two strategies that I find most beneficial in my classroom:
1. Peer partners! I love using peer partners in my classroom. Not only does is help the student who needs extra support become more successful, it also helps the other student communicate the information that they know to another student. This allows them to use that information in a different way, solidifying what they already know. It also helps to build strong relationships in the ensemble, an important part of the teamwork mentality. I use peer partners with new students coming in who have never played before, students who are struggling with the current music, and students with disabilities.
2. Cooperative Learning! This is a great tool, especially when we are learning new music. I often break my students up into like instrument/like part sectionals and have them lead each other in learning new music. It gives students the ability to learn music at a pace that is more appropriate for them and tackle parts that are most challenging before playing together as a class. It helps them build relationships with each other and be more engaged in full ensemble rehearsal, knowing that their next task is learning other's parts and how their part fits into the ensemble as a whole.
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Kristina Orsini Posts: 3
4/9/2020
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1. We use Mnemonic Instruction for pitch identification for treble, bass, and alto clefs. In addition to repeatedly saying and practicing, we have an assignment where together we create a new phrase using new words. Students can remember "Fat Alley Cats Eat Garbage" more easily than FACEG for alto clef lines and students can picture cats and garbage, making a connection to something they already know to something new.
2. Graphic Organizers: We use the Frayer model graphic organizer to explain some new vocabulary. This gives a visual breakdown and many different approaches to understanding the word: Definition, Synonym/In your own words, Draw a Picture, Used in a sentence/Examples. We then take this word and put it in to application musically, for instance, learning "dynamics."
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Emma Roser Posts: 3
4/15/2020
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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.
In my classroom, we use Mnemonic Instruction for identifying the notes of the treble and bass clef. We review the phrases (Every Good Boy Does Fine, etc.) and the students write them on the staff. I also have the students create their own phrase which allows them to make it relevant to them.
Chaining: When the students are learning a new song on the piano and are struggling, I work with them to show them a small part at a time (usually measure by measure). I model, then they repeat what I played. One measure, they repeat. Play the first measure and add the second measure, and keep going until the whole song is learned. Then guide the student as they play on their own.
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Brad Wharton Posts: 3
4/16/2020
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There are two strategies that I use in my classroom/rehearsals. Mnemonic instruction used to aid students with processing or memorization challenges. This is used quite frequently with students when learning scalic or arpeggiated patterns.
Task Analysis is used to help students break large tasks into smaller ones. When learning a larger piece of concert music, I give students smaller chunks to learn at first, and then we chunk the smaller parts together, and then we sequence the entire piece.
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Brett Pikuritz Posts: 3
4/17/2020
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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.
One strategy that would be very effective in the band classroom is 'peer partnering'. I use this frequently, and will continue to use it because it works great for both students involved. By designating one leadership student that is a strong musician and good communicator and pairing them with one student with a disability, that is struggling with the content, both parties benefit. The leadership student gains invaluable experience teaching the other student and solidifying their mastery of the content. Meanwhile, the student with a disability is put in a safe environment with a peer in their section that they trust, and are more likely to be vulnerable (in a good way), which facilitates them taking worthwhile risks in order to improve & achieve!
Another strategy that could be used is 'mnemonic instruction'. This is probably best used in the Music Theory classroom because of the amount of memorization needed to retain the material. Not only could you use typical acronyms such as FACE (spaces in treble clef), but the acrostic "I Don't Particularly Like Modes A Lot" [IDPLMAL] works great for teaching modes. Both acronyms & acrostics would be super helpful in teaching students with processing disabilities. This facilitates an easier way to memorize by using these clever mnemonic devices.
edited by Brett Pikuritz on 4/17/2020
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Darrell Haynes Posts: 3
4/23/2020
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Peer partner strategy is used very frequently in my general guitar class. This strategy helps to pair a student with a disability with a student who has a firm understanding of the lesson. The strategy is beneficial to both parties, giving an alternative learning experience to help a student who is struggling, and it is helping the other student learn how to model behavior or even adapt tiered strategies of their own.
While teaching a beginning level general guitar class, mnemonic instruction is a must. Not only is mnemonic instruction is used to help memorize the names of the guitar strings, but it is also helpful to learn the names of the lines and spaces before the students have the chance to start writing them in their music.
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Terrion Nelson Posts: 3
4/24/2020
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The two strategies I can and have used are Peer Partnering and Cooperative Learning. Pairing a student with a disability with a student who has patience and compassion, as well as a stronger understanding of the content and/assignments provides a least restrictive environment for the student with the disability. According to the learning retention pyramid, students have the greatest retention by teaching each other.
Cooperative Learning is used frequently in my chorus classes, as the students work together in sectionals or smaller ensembles to work on a parts and/ or to create harmonies, dances and skits for a specialized performance.
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Russell Mofsky Posts: 3
4/24/2020
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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.
One strategy that I routinely employ in my middle school band and orchestra classes is mnemonic devices. We use them for memorizing lines and spaces of the treble, bass, and alto clefs. We also use them for memorizing the order of sharps/flats in the circle of fifths. While it is easy to supply the mnemonic device to the students-something 'ready'made' it is often fun and more personal to ask students to create their own mnemonic devices. I have found that any step where the student's input or decision can be implemented to aid their own learning adds (a) buy in and (b) makes the learning more permanent. I learned the treble clef lines as Every Good Boy Does Fine. But that leaves out the girls, something I don't want to have happen. One of my students came up with Every Good Burger Deserves Fries. Awesome! For bass clef, a student came up with Good Burritos Don't Fall Apart. Gotta love that.
A second strategy I use is that of tiered instruction. I can make subtle adjustments to my lessons to challenge students at a level that is individually appropriate. This allows me to adjust the content, pacing, vary the lesson structure, or provide aids and help students who need extra support. Sometimes we use sectionals during rehearsals to allow for similar instruments to have time to be in homogenous groups. Sometimes I'll have the students rearrange the seating so that everyone sits next to someone who plays a different instrument. This scenario allows students to (a) physically move (b) listen in a novel fashion (c) hear themselves and their neighbor students in a new light (d) builds empathy--"Wow, I never realized how tricky that percussion part is," said the clarinet player when seated next to the percussionist.
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Anthony Zoeller Posts: 3
4/27/2020
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The technology tools I've been using during our present system of distance learning have benefitted students with disabilities and all other students as well. Using uploaded and/or recorded videos to explain in detail, recording live sessions for review later, and providing asynchronous learning options have given flexibility and extra support to all learners. I'm surprised every day at how well students are responding, and, as a teacher, I'm learning all the time about how better to serve the students.
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Adren Hance Jr Posts: 5
4/28/2020
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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.
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