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Adren Hance Jr Posts: 5
4/28/2020
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My student is visually impaired. His playing position for the trombone was such that he could not physically get close enough to the music to be able to see. Together with his therapist we experimented on several technological devices that helped. The one that was the best magnified the notation large enough and in a field of vision that allowed my student to sit properly and perform fast enough reading capability that he was successful. My best description of the graphic magnifier is a large screen suspended at seated head level with the trombone slide underneath the screen.
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Adren Hance Jr Posts: 5
4/28/2020
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My student is visually impaired. His playing position for the trombone was such that he could not physically get close enough to the music to be able to see. Together with his therapist we experimented on several technological devices that helped. The one that was the best magnified the notation large enough and in a field of vision that allowed my student to sit properly and perform fast enough reading capability that he was successful. My best description of the graphic magnifier is a large screen suspended at seated head level with the trombone slide underneath the screen.
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Aislinn Manning Posts: 3
5/1/2020
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I frequently use peer partners in my teaching; I have several more advanced players that I pair with students who may be struggling on a like instrument or with reading notes, etc. I also frequently use mnemonic devices when learning new notes/rhythms etc... things such as FACE and "Every Good Boy Does Fine" are tried and true mnemonic devices that all of my students learn. They also create their own and may even create songs to remember new material.
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David Pletincks Posts: 3
5/2/2020
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I have regularly used at least two of these strategies, the peer partners strategy and mnemonic devices. The mnemonic devices are consistent through all three years in my middle school classroom and are constantly being reinforced. Fat Cats Go Down Alleys Eating Bologna, Empty Garbage Before Dad Flips, All Cars Eat Gas, Space rhymes with FACE, etc. It always surprises me each fall how much of this is engrained in their memory. Peer partners is also critical. When I have a student with a disability I place them next to someone they know and feel comfortable with, someone I know will also be helpful. So they get to pick where they sit to start with. That person also knows to assist them in note taking, vocabulary words instruction and so forth. At the same time, it also makes that middle schooler feel a sense of pride knowing that I "need" them to be of assistance. I had a girl this year who had epileptic seizures at school 4 times a week, usually brought on by stress and anxiety. Only once did she ever have one in my class. In addition to me providing a safe, fun environment for her, she got to sit next to Emily, who she said was her best friend in the class
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Tosha Williams Posts: 3
5/5/2020
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I have used Peer Partners and Task Cards in my music classes. First, Peer Partners (or sectionals with leaders) - I have the students work within their sectional to learn their voice part of a new song. The section leader guides the rehearsal, has prior knowledge of the song before rehearsal and is a prominent music student. Once we have completed sectionals, I rearrange the students' seats daily so that each strong singer sits next to a weaker singer but with constant movement no one is singled out.
I have used Task Cards in Piano Class. Each student has a lesson book appropriate for their level but all students have the same Task Cards- name the key signature, name the time signature, what is the tempo marking, identify accidentals, identify musicality markings, play the piece. This way all students feel equal but are successful at their level of piano proficiency.
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Antonio M Hunt Posts: 3
5/7/2020
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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.
Students who have difficulty processing a sight reading passage under a certain amount of minutes, have used the Solfege. This app allowed student to mastery the new melodic passage at a their own pace during both informal/formal assessments on Sight Reading.
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Nancy King Posts: 3
5/12/2020
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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.
When teaching my keyboard 1 and music theory students I use Mnemonic instruction for the names of the notes on the bass & treble staff and to aid students in remembering the order of the flats and sharps in the key signature. I also use Peer Partners for multiple activities, such as quizzing each other with flash cards, completing music theory papers and learning and performing scales and duets.I have used task analysis when teaching my theory class to write a percussion ensemble. Going backwards from a written ensemble and the steps and every detail that each group will need to complete in order to write their own composition.
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David Johnson Posts: 3
5/12/2020
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Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
One way that administrators can help is by aiding teachers in acquiring necessary materials/resources. Another way is to provide time and opportunities for professional development. Giving teachers access to proper materials and training is essential to support their work with students with disabilities.
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Jacqueline Byl Posts: 3
5/13/2020
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Option 1: I could implement the peer partners strategy in my classroom by grouping a student with a disability with a higher achieving student who is positive and willing to help as they practice guitar duets or solo exercises. This will reinforce the learning of the higher achieving student and allow the partner to feel included and not singled out by the instructor. I could also implement the letter strategy as a part of mnemonic instruction. This can be useful for remembering the letters of the strings of the guitar or the lines and spaces of the treble staff.
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Kelly Chisholm Posts: 4
5/19/2020
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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.
I have used many of the different strategies in my room, peer partners is a big help. Students love to help others in fingerings for music or letting them know if the pitch is correct. Section leaders in the ensemble help others and I they know which students I allow modifications for like writing in symbols and that they are done correctly. I would like to use it more in helping with playing assessments. Students respond very well to peer partners to build a relationship and those students always know they have some to support them in a positive way to build a positive mind set.
I would like to use Cube in my ensembles. I like the way it can help kids to research on a piece of music, understand the way the composer is thinking, what is happening and understanding more than just what they play. Examples could b 1. research the composer. 2. What does the title mean and what kind of picture is the composer trying to paint in a person's mind? 3. What part has the main these and what kind of picture would you draw to go with the theme? 4. What is your part and how does your part fit in with the rest of the composition and how are you supporting the music? 5. What markings on the music tell you to play it in the style of what the composer wants?
This will have the kids have a better understanding of how a composer is a writer of music like an author is a writer of words.
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Daniel Campbell Posts: 3
5/19/2020
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Option 2: Students who have difficulty hearing or discerning sounds in a large group have individual practice time in a practice room using SmartMusic. This gives these students individual instant feedback on how they did and what needs to be corrected. After they do this I review what the students did with them to assist in fixing errors. This also helps my students with autism to have more individual work without the extreme volume changes that occur in the full band.
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Chad Robbins Posts: 3
5/27/2020
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Option 2: The technology tools I've been using during the distanced learning caused by the pandemic have helped students with disabilities as well as my other students. I have been recording and uploading videos they explain different topics in great detail, recording live class sectionals for students to be able to watch at a later time, and assigning SmartMusic assignments so the students can receive immediate feedback as well as listen to their playing. These added methods of teaching have greatly improved my student's ability to self-assess before receive more individualized feedback from me and are tools I will continue to use in the future.
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Zachary Bunnens Posts: 3
6/8/2020
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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."
This past year I taught several sections of class piano. One student I had was autistic, however, he was also very talented. While he never got the rhythms quite right, he worked through the entire first book that we use, when most of the class barely got out of G position, this student was playing full songs in the back of the book. When it came time to do our composition project, this student again completed his assignment before everyone else. I allowed this student to use my personal laptop (my school district did not have technology for students to use) and introduced him to Finale. He quickly got the hang of it, and was able to copy his assignment into the computer to create a polished version. He was very proud of this feat, an even performed his piece for the class after we finished our projects. He even tried to create other songs, and I also showed him some of the free software versions available to him at home like musescore.
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MARCELLE DOUGLAS Posts: 3
6/12/2020
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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".
Task Cards....I feel confident that a certain late-teen student with cognitive disabilities would enjoy the challenge of Task Cards, moving through what she would perceive as giant leaps forward as she accomplished what was on each sequential card. I envisage her with a glockenspiel, first tasked with tapping each key of a given same-letter, eg. all the Ds, and gradually progressing through the cards towards tapping melodic letter sequences. This system would excite her far more than a worksheet, and produce improvements more quickly.
Graphic Organizer - Semantic Map....I can definitely use this type of strategy to clarify explanations of musical instruments, or reactions to a piece of music, or (I also teach some Art) the relationship of a coloring picture to the potential choice of colors to be used. eg. "Lady in a dress" in the center, and colors patched and written in the surroundiing circles. Certain students would find this extremely helpful, I am sure.
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Steven J Bossert Posts: 3
6/15/2020
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Two strategies I use frequently in my music classroom are mnenomic instruction and peer partners. Our school has a large best buddies club and many of my orchestra students are members of the club and help out in my visual and performing arts class. The students love being paired up to help reinforce the music skills and concepts being taught in class. In addition, using the mnenomic tools helps all of the students remember and learn the concepts such as key signatures and note names.
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Megan Richardson Posts: 3
6/17/2020
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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.
Technology has been such a strong force in learning for all students. Specially for a student with a hearing impairment, I would let her use her phone/tuner on the music stand. The student is a trumpet player and highly motivated to play with everyone else. I had her download the band mate app which helps her play the note, see the note she is playing and then it tells her if she is in tune. As we emphasize ear training in music, that can be challenging with students who are highly motivated by music and have hearing impairments. She learned placement with her embouchure and "what the note felt like". I am proud to say, she has signed up for band again and always leaves with a smile on her face. In the midst of competitions and festivals, this is always a reminder to me in why we do what we do. To bring joy to students through the arts and give them something to be happy about and look forward to each day.
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Donalee Nobles Posts: 4
6/17/2020
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I love using graphic organizers in my music room. Students listen to a selection and respond in the organizer. They use the organizer to complete the assignment - written or through their own composition. I would like to use more peer partners in my classroom to drive instruction. I use small groups, but peer instruction gives more specific learning, encouragement, and engagement without the fear of embarrassment.
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Donalee Nobles Posts: 4
6/17/2020
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I love using graphic organizers in my music room. Students listen to a selection and respond in the organizer. They use the organizer to complete the assignment - written or through their own composition. I would like to use more peer partners in my classroom to drive instruction. I use small groups, but peer instruction gives more specific learning, encouragement, and engagement without the fear of embarrassment.
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AUBURN LINDSAY Posts: 3
6/19/2020
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In regards to Option 1, I have a unique situation with my Band program, in that we have very few students ranging from 6-12 grade and some are beginners, whereas others have been in the program for a long time. We use a lot of peer tutoring in helping out the beginners, or those struggling more than others, and it has worked well. I also employ a lot of differentiated assignments in that setting as we tackle music that we can play as an ensemble with so many variations in skill and experience. I believe this would be a similar approach with students with disabilities. With Peer Partners, students learning the same or similar instruments could support their peers through modeling and assisting with fingerings, steady tempo, or reinforcing tone production. Differentiated assignments also in that environment can include performance of a piece, research on a composer, improvising an ending phrase, composing within a given set of guidelines (which itself can be expanded or simplified depending on readiness).
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Lesley Shea Posts: 7
6/22/2020
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The two strategies that I could implement in my classrooms would be the Task Cards and the Letter Strategy. The Task Cards could help the students work in groups with specific tasks of responsibilities...and even help them with the beginning specific procedures. This would help ALL students know exactly what is expected for the lesson/procedure. The Letter Strategy would be helpful when going over story design...like learning exposition, rising action, climax, falling action, resolution. When students organize their skits, they can remember the letter strategy to know how to make the story more well rounded and complete.
I already use a lot of the listed strategies but these two are new and I would like to try to implement them as something new.
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