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PL Malcolm Posts: 2
6/26/2020
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Using technology
When I have an opportunity to work with some of my students one on one. If we are working on a lesson, let's say reading lines and spaces of a staff. I will teach the lines and spaces through mnemonic devices, but then we will work on the computer for repetition and reinforcement. I will pull images of a staff with a treble or clef and talk about lines and spaces. Eventually going to a program called musiccards.net. I can enlarge the screen as we work together through the lines and spaces. As the student becomes more confident and faster, I start decreasing the screen size to transition them into reading notes on paper. This technique has worked well for me.
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DaLaine Chapman Posts: 3
6/29/2020
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I used notation software that is audible so that my student who was visually impaired could work through the music theory program. In addition, we used her bold script tablet to enlarge the music. The student told me that both of these options made her feel more a part of the group than she had in the past. Technology doesn't always rock, but in this case it does!
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Bradley Esau Posts: 2
8/5/2020
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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.
I often use peer instruction to help enforce concepts. Each section has a section leader that they go to for questions and further understanding of a concept. Often, I'll have them play for one another in pairs and give one another feedback. I also use mnemonic instruction. It assists with the memorization of note names, modes and the order of sharps and flats for a key signature.
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sarah.harris Posts: 3
8/10/2020
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Option 1: One strategy I have already used in my classroom is differentiated assignments. Often I have more than one level in the same class so they are put in small groups with students who are the same level as them so I can go from group to group assisting students with their specific needs or questions. I could easily adapt this to perhaps creating a more simple work sheet instead of using our workbooks that move much faster than a student may be able to do.
Another strategy is using peer partners. Many of my students come to me with previous music knowledge so they can work as tutors or mentors for students who need the extra assistance. I could sit them next to each other so the mentor is always there to answer any questions that may be more specific to the ESE student.
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Christine Barrette Posts: 4
8/11/2020
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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.
I use graphic organizers to teach note values at the start of the school year. The thinking map I use is a brace/whole-part map with the whole note at the top and sixteenth notes at the bottom. I also use pneumonic devises to help students memorize the note names of the lines and spaces of the treble and bass clef. My students especially like Fat Cats Get Drowsy After Eating Birds, the pneumonic device we use for memorizing the order of sharps. I allow the students to write their own and share their favorites so from time to time students would use their own creations more than the ones I would provide.
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Kyung Hee Woo Posts: 4
8/11/2020
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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.
-Mid Tech: Portable keyboard piano: A student who sits on the wheelchair can touch the portable keyboard piano and choose notes and pitches. Then he or she can create a melodic pattern.
This portable keyboard piano is easy to use for students who are not able to move freely and let students have an interest and engage the lesson with a little help.
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kyung
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Michael Zelenak Posts: 3
11/23/2020
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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 would implement is the Task Card strategy. Before class, I would organize learning centers around the perimeter of my classroom. Each center would have a Task Card and students would explore different aspects of a common theme. One example of a theme would be exploring music in the Classical period. I would differentiate the level of difficulty and complexity for each Task Card. Students with disabilities will be able to complete some tasks easily and be challenge by others. Since the students will be moving through the learning centers in a group, other students would be able to provide peer-support in completing the more difficult tasks.
The Letter Strategy is be my second strategy. I would use an acronym such as STARS to label each step in a procedure to sight-read a piece of music. The letters stand for S - sharps & flats, T - time signature and tempo, A - accidentals, R - rhythms, and S - signs. This strategy would help students stay on the task and also provide an opportunity for students to reflect on, and self-evaluate, their abilities. The students would be able to identify which step in the procedure gives them the most difficulties and then what assistance they need to request from the instructor.
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Brian Rorer Posts: 3
11/29/2020
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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.
Letter Strategy - Students who struggle with Key Signatures in my classroom often use acronyms to remember the order of Flats on the Staff. Students will use BEAD Greatest Common Factor. When reading the lines for the Bass clef students will use the acronym Good Burritos Dont Fall Apart.
Differentiated Assignments - I often will give students assignments based on their readiness. For example, I use the Sight Reading Factory to assess students music literacy skills. I often will have a variety of different levels of reading. It is important to give assignments based on their current readiness so that can continue to build off of where they are.
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Janani Shanmuga Posts: 3
12/21/2020
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One of the strategies I would implement in my classroom are mnemonic devices for remembering various musical concepts such as note names, key signatures, musical vocabulary, etc. I have showed students examples of these and encouraged them to come up with some on their own. I found out if they create their own, then they remember these concepts better. This is more helpful for students who have a hard time comprehending concepts but this can be beneficial for all learners.
Another strategy I often use are graphic organizers, this helps the students who need the visual aspect as well as students who need an aid to understand the content. Instead of asking students to write a paragraph comparing and contrasting two musical selections, I provide a Venn diagram for students to list the similarities and differences, which makes it much more visually appealing.
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John Howell Posts: 3
12/31/2020
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One strategy that I could implement in my classroom is Guided Notes. When presenting information on instrument families and the instruments in those families, students could complete the notes and have the information from class presentations to help them study and retain the information. Technology could be used to differentiate instruction and practice reading music notation. Note names or durations could be drilled and practiced at varying levels for each student and, particularly, to help those who are struggling.
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Scott LaBorde Posts: 5
1/16/2021
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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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Christopher Hickey Posts: 3
2/9/2021
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One strategy I could implement in my classroom is the mnemonic devices strategy for helping students to remember concepts that are difficult to master, like note names or circle of fifths. I have some of my own that I learned from my teachers growing up, but I would be very interested to see others either from other teachers or student created ones.
Another strategy I could implement is the Guided Notes strategy. When working through Music History information, I could use guided notes to make sure that everyone is understanding the big ideas and give students a way to be actively engaged instead of just reading a paragraph.
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Max Cordell Posts: 7
2/14/2021
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Some strategies that could be used with ADHD and students with learning disabilities are to give students more time on a task, allowing the student to move around, putting them in small groups, making an effort to relate what they are doing to real life situations, changing activities every 15 – 20 minutes, and sitting with the child and making a game plan for improving.
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Max Cordell
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Michael Uhrich Posts: 1
2/17/2021
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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 I used to work with students on the Autism Spectrum is to find a mature compatible seat buddy. This seat buddy works to help untangle instruction or guide the Autistic student through the task. I encourage conversation between the two during rehearsals.
A Second strategy to address students with ADHD is strategic placement of students next to students who are patient and stay on task well. These students redirect and focus the student who is easily distracted.
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Christopher Gugel Posts: 3
2/25/2021
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I have used visual aids in class to help a visually impaired student. The enlarge function on a copy machine and an iPad were both used for this function. I would have music copied/enlarged or the student would take a picture of the music selection and enlarge it on the iPad. This helped the student see the music we were working on.
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Malissa Baker2 Posts: 3
2/25/2021
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Technology assistance and visual aids are items I can easily implement in my classroom. Technology assistance can be used as an electronic instrument for students with physical disabilities who may not be able to hold a string instrument. Visual aides are also extremely useful to help students perform who may have limited retention and or developmental skills. I have used iPads as an assistive tool for students with disabilities. Behavioral students enjoy the "video game" aspect and interaction using NinGenius, and students with difficulty writing have also been successful creating music electronically. The apps on the iPad also lend for reinforcement, play, and other task learning.
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Jessica Floyd Posts: 3
3/16/2021
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Peer Partners Strategies are implemented in all classes, both piano and guitar. Students have shoulder partners/ or practice buddies that they are accountable to when they review what sections should be practiced, how they practice, keeping each other on task, and summarizing the things they have learned through practice. Partners then combine into groups of 4 and demonstrate their progress for each other. This task works well for all students, not just students with disabilities, but allows all students to learn from one another, and fosters relationships between classmates.
Mnemonic devices are used in class to help remember things like, string names Eddie Ate Dynamite Good Bye Eddie, note names FACE, Every Good Boy Does Fine, order of flats, order of sharps, etc.
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Stephany Heath-Tucker Posts: 3
3/19/2021
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Fine Arts educators (choose one):
- 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.
I use mnemonic instruction to teach students key signatures and the order of flats and sharps. Using the letter strategy, I teach the students to draw the Bead Gulf Coast Florida (BEADGCF) figure, which helps them to identify key signatures. This strategy is helpful not only for students that struggle with listening/following instructions but also for all students trying to learn how to identify key signatures.
I use the peer partner strategy in all of my classes when the choir students practice within their sections daily. The students that are more comfortable with sightreading or modeling appropriate vocal techniques lead the section by singing or modeling the behaviors more loudly that they are the most comfortable with. This strategy is helpful not only for students that struggle with listening/following directions but also for all students trying to learn how to sight-read and sing with appropriate vocal techniques.
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Stephany Heath-Tucker
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Sheila Harris Posts: 3
3/22/2021
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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 used technology to meet the needs of my autistic students is to reduce the anxiety of performing by allowing them to record their performances from the comfort of their home. They can utilize FlipGrid for live performances, or can complete written assessments using online exercises such as those created on Musictheory.net, for example.
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Karine Johns Posts: 3
3/25/2021
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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 disabiities.
School and/or district administrators can support fine arts educators use of explicit and instensive instruction for students with disabilities by advocating and modeling goal-oriented instruction for specific outcomes, and teaching strategies that incorporate instructional routines that are specific in nature to engage all students. Strategies that include carefully and purposefully planned lessons, specific feedback, and frequent review of student learning reflects explicit instruction. Strategies such as appropiate pacing, small group instruction, scaffolding, and differentiated instruction are intensive strategies designed to meet more specific needs of students. During the IEP process, adminstrators should ensure that such explicit and intensive instructional strategies are included, as appropriate, for intervention and accomodation to meet individual needs of students. Administrators should also consider including fine arts teachers in the IEP planning process, as well as, expect the implementation of such strategies in the fine arts classroom.
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