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Victoria Rathbun Posts: 3
3/26/2021
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Option 1:
I really enjoy using Cooperative Learning in my classroom--especially with my beginners who are just beginning to grapple with basic concepts of music reading. I use initial assessment to ascertain the skill levels of my students and then I create heterogeneous groups that must work together to accomplish tasks related to music reading--this may be identifying note names or symbols, writing out solfege, or even rehearsing passages within a piece of music on solfege. During this time, I monitor the various groups, assisting where needed. It's amazing how much this practice not only builds community within the ensemble, but it also increases music fluency much quicker than if I were just standing in front of the room lecturing or providing independent practice opportunities.
I'm also a big fan of graphic organizers. My favorite is the Venn Diagram. In Chorus, we do a lot of listening to help build the catalog of choral/musical sounds in my students' minds. I love using Venn Diagrams to compare and contrast specific elements within a piece or a group of pieces.
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CorrectHorseBattery Posts: 3
3/31/2021
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For a student suffering is a panic attack disorder, I have allowed this student extended time or repeat opportunities to perform audition music that would normally be a "one shot" performance or recording. This extra time, and chances for self-correction reduces the apparent stress of the situation and allows that student to complete the assessment without being interrupted by an overwhelming physical/emotional reaction
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James Cornelius Posts: 3
4/1/2021
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The first strategy I am gong to implement is small group work (I actually did it yesterday). I teach a class based on "Little Kids Modern Rock" curricula, but with COVID this year, schedule changes and students moving between computer based and in-person classes is a nightmare. I worked with the guitars, keyboards, and drums separately. While I was with a group, the other groups were collaborating amongst themselves about their assignment.
The other strategy I am implementing, again for the same reasons, is the number of steps. I am having the daily assignments be a minimal number of steps. Once students complete the steps they feel successful and want to continue. The limited number of steps also helps students who have missed several days and pick up almost where they left off, or quickly able to grasp the concept and be with the rest of the class.
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Walter Busse Posts: 3
4/3/2021
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Peer partners and mnemonic devices I use all the time. Both methods work great not just with special needs students but with all levels of students and at different ages.
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John Weaver Posts: 3
4/10/2021
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One strategy that i think would be highly effective is to utilize Differentiated Assignments in my ensemble classes. Allowing high school band students to work in sectionals, as opposed to full ensemble, creates the "divide and conquer" approach. It would also allow me to move around the building and work with individual sections on musical passages that they may struggle with, utilizing better time management. A second strategy that I think could really work is Adaptive Technology Skills. Each our band students has SmartMusic that was purchased by our school district this year in the event that we returned back to remote learning. Choosing pieces of music that are available on SmartMusic would allow my students to get immediate feedback to performance techniques in that it will grade the piece automatically...highlighting missed pitches and rhythms.
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Melissa Wight Posts: 3
4/19/2021
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I have used technology in the classroom to help a student with disabilities by providing backing tracks and play along tracks for them to model and practice against. I have had students that struggle to learn to read music, and play better when hearing their part. I will record myself or create play along and accompaniment tracks to help these students learn and feel more confident on their parts within the ensemble
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Alexander Franklin Posts: 6
5/3/2021
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In my band room I often employ cooperative learning in the form of small groups. Several times a year I'll split the class into differently voiced groups to work through music together; sometimes they'll have similar or the same parts, but often they have complimentary parts instead. I rotate and check in with each group, but in general I leave them to learn on their own with specific goals, such as playing music together with continuity, understanding and hearing how different parts work together, and the use of team learning in a (relatively) teacher-free environment. This also gives me a chance to see who would would potentially make a good student leader. By extension, in 2018 I started having only a chamber ensemble winter concert rather than a typical full band one; I assign every student to smaller chamber ensembles, find/arrange music for them, and generally leave them to their own devices to learn and perfect the music they have. I explain this to parents at our concert and am wholly uninvolved, which allows for their hard work to be center stage and recognized. I also use guided note-taking systems when I teach my students about music history. I make it clear from the start that they can use this page of guided notes on the quiz, so the more information and the more accurate information they write down, the better chance they have at doing well on the test later. My guided note strategy mostly involves study-guide-like questions, but I'll also often include definition areas (that I won't directly talk about, but will mention the word several times throughout the lesson, having them formulate their own definition based on context). Using a similarly tiered guided notes page has worked well with the few SWDs; it allows them to be focused on answering one question at a time based on what I'm saying, rather than being overwhelmed with lots of up front information.
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Alexander Franklin Posts: 6
5/3/2021
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Mike Wilson wrote:
- 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.
I agree completely, and even extend it to non SWDs to both save time in class and reduce performance anxiety. This can't be used every time, since students need to develop confidence from playing in front of their peers by themselves, but I've (naturally) always found students to be more successful playing for a recording than in person.
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Shaneka Ferrell Posts: 2
5/4/2021
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This graphic organizer can be used to help students learn about and make connections between history, culture, and the art-making that occurs in the various art disciplines. For example, a web organizer might be used in a dance classroom to explore cultural connections with clogging, shag, or modern dance, or in a music classroom for recognizing traditional instruments in different types of music, such as bluegrass, beach music, or the symphony. Providing visuals can increase student learning.
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jacob merrett Posts: 3
5/4/2021
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2. I have allowed several students with autism and ADHD to use their phones, tablets, or laptops to record lessons for review later, and now incorporate this strategy into much of my instruction on my own, so that I can effectively preempt those students' need to do it by themselves and provide the resource to all students. I've also used cameras of varying types to project myself in a larger image on the smartboard, e.g. an elmo doc cam over the keyboard so students can see my fingers, the computer camera zoomed in on my left hand for guitar, etc. This helps students with visual impairments.
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Stephanie DeVilling Posts: 3
5/7/2021
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Back when I was leading a youth choir, I would use both mnemonic devices and peer partners or peer-led small groups. In preparation for competitive environments, we knew we would not be permitted to use our sheet music or any cue cards, so my students and I would come up with specific hand signals to note whether a piece of the music would be sung in unison or in two-part or three-part harmonies. I also used hand signals for what was coming up next in the song, a verse, the chorus, a repeat, etc. My students who may have gotten lost mid-way through the song were grateful to have those visual cues when they couldn't rely on the sheet music any longer.
For my small-group instruction, I often would call upon my best harmony singers in each section - sop/alto/ten - to lead a smaller rehearsal time with their vocal sections. This would allow for review to happen simultaneously while I visited other sections, and it gave my struggling singers a go-to peer to ask for help when they were having a difficult time finding the part of the music designed for their vocal section. These were both middle and high school aged students, and the student leader wasn't always the high schooler in the group. It was really cool to watch some of my more musically-inclined grade 8 students lead their older peers.
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Crystal Hendricks Posts: 4
5/10/2021
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When teaching band I use both Meditated Scaffolding and Small Group Lessons. Lots of times I mimic what I want or even when I have a student playing the way I want others to play I use them as an example. This is where small groups work best when I break them up into sectionals. I have also Used technology in the form of an IPad for a visual impaired student to Chromebooks with SmartMusic to help students hear what they are supposed to be playing
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Joseph Galeczka Posts: 3
5/15/2021
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2. My chorus students learn music at very different levels and rates. Several of my students who have learning disabilities struggle with reading music and transferring what the see on the page to singing correct pitches. To help these students I create practice tracks students can use at home to practice their parts. They are hosted on our classes canvas page and are also made available through a link on our google drive. This allows the student to practice their music in a safe environment in their own home and allows them to use their aural skills to aid in learning. I also use the website sitghtreading factory. This site provides generated practice examples based on a criteria I set. This gives students the ability to practice reading music at their level and continue to develop their skills on an individual basis. It also provides me the option to assessments based on the criteria I set. Students would normally have to walk into a room, get a minute to review the example and then perform it. With the use of this site. Students can practice the level I have set. Then, when they are ready, they star the assessment which they can record at home. I am able to seat the amount of times they can try the assessment which gives them the opportunity to try again if they did not like their attempt.
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Max Cordell Posts: 7
5/23/2021
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Option 1: i believe that the use of mnemonic instruction is a great idea. Using symbols such as a set of keys while talking about "key signatures" would ingrain into the student how important that concept is. I could bring out my keys every time I talk about keys. A watch could be used as a cue for time signature. The letter strategy is big. Students could learn the order of flats and sharps with sentences that start each word with those letters. Semantic maps could also be used to show parts of an instrument or to show events in a composer's life. Another type of map would be the circle of fifths with an explanation of how keys relate to each other. Another strategy I need to use more is technology assisted instruction. I can see where if the students could have worked on a computer program, say for theory, that they could have gone at their own pace and had immediate feedback. Also there are lots of great youtube videos on about every subject you could think of. To see the explanation of scales, or keys, or conducting on the screen with graphics on the screen would be very helpful. I should also utilize programs such as Smart Music more to get students to learn their music better outside of class "wood shedding". Another strategy that I should use more would be small groups and sectionals with more peer coaching. The big group rehearsal allows lots of little things to sneak by as week students hide behind the stronger players. I believe that all of these would help the SWD but also help the others as well.
edited by Max Cordell on 5/23/2021
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Max Cordell
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Monique Green Posts: 3
5/24/2021
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Tools & Strategies 1. This year I did not have a traditional beginning band course. Due to covid, I did not require students play any wind instruments. We focused on theory, dance (color guard flag) techniques and percussion rudiments. I often found that students were so unmotivated because this is not what they chose when signing up for the class last year. It was unpredictable, so the concept of using flags and learning rudiments was different for them. I used alot of Mnemonic Instruction. Of course in music most people are familiar with the acronyms for the lines and spaces of the staff FACE, (E)every (G)ood (B)oy (D)oes (F)ine. I had students come up with their own to help them remember the staff. I believe if they create their own phrase they'll have a better chance of remember the lines and spaces of the staff. Another form of mnemonic instruction we used was keyword strategy. I would often link new techniques to skills & keywords that they already know. For instance, the rudiment Pata-Flafla can be broken down into Pattern, Tap, Flam. All rudiments are patterns, the tap is a type of drum stroke, and the flam is one of the fundamental skills of drumming. So when teaching the Pata-Flafla, I spoke each keyword as I demonstrated it skill. Which takes me into the Tiered Lessons. Until I've scaffold/ break down each segment of the rudiment or dance technique by providing students with video aids, visual & spoken prompts, I study my students and address their needs by adjusting the complexity (so the tempo of which I have them complete the technique). I adjust their needs by adjusting the pace of instruction (so making sure to break down each skill needed to be successful at the new skill) and describing the same concept in varied ways. I adjust their needs by adjusting the structure of materials- so I don't just give them a rudiment or technique sheet. I have one with counts, one with catch phrases, one with a mixture. I also, rotate students, One day I'll work with dance students. Another I'll work with percussion. Some days I work with both so they can see how some concepts never really change- a sense of tempo, a sense of wrist control, a sense of confidence.
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Erin Scully Posts: 3
6/17/2021
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Option 2: I was able to accommodate my student with a disability by having him download ForScore on his ipad and sending the music to him digitally to use. Once my student was able to read the score on his digital device, he became more focused on the music in front of him which then solved some of his other classroom behavior issues.
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Marc Kolodinsky Posts: 2
6/17/2021
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Option 1. I really enjoy the idea of Tired Learning in my large ensemble settings. I have been conducting a large saxophone choir. 7th graders through college underclassmen. The idea of using cubing to give easier tasks to the developing musicians and the the more advance tasks to the more advanced students all within the same class is very appealing. Translating this to ESE students works the exact same way. Having students participate and being a contributing member of the ensemble no matter their skill level. Having Peer Lead small group lessons work great for band sectional rehearsals where the most advanced students who are closest to the students in an rehearsal can identify and plan lessons to help improve portions of our performance that may have been missed by myself or other teachers.
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Gerard Madrinan Posts: 3
6/18/2021
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Option 2: iPAD labs have very much opened up possibilities for students with disabilities in the high school band room. By pairing these opportunities with learning centers and traditional ensemble experiences, students can then use iPads to access "Smart Music" and practice or perform assessments on their own or during classroom time. From there, I can then circle back to the student to work with them with a higher degree of understanding of their progress and needs. Technology also enables this to occur virtually, which provides a higher level of personalization for the student.
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Daniel Wood Posts: 3
6/29/2021
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OPTION 2 I used various sources of technology at both the elem music level when I was an itinerate elem music teacher and I used smart music, blue tooth technology with sound sources, and digital projectors, etc. The elem school level I taught all the autism units. The kids loved using hands on technology with the ipads and touch responsive input with various apps. It helped them to create music, loops of music and to make choices to layer the loops, and create their own music. THe kids were fully engaged, excited, and happy. I used various apps to help them create music and music patterns and rhythmic patterns. It gave them the freedom to choose and be creative and understand the differences in their choices.. The high school level.... Various sound sources connected to technology devices and also the use of projectors....these kids had visual impairments and hearing impairments as well. Projectors, and software helped aid in that along with audio reinforcements.
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John Kendall Posts: 3
7/9/2021
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I had a student on the Autism spectrum who had attempted traditional band and orchestra classes. These environments were over stimulating due to his sensory issues and attention deficits. In my Understanding Music through Digital Music class he was able to learn and explore his musical creativity through an online music composition/production program called Bandlab. This program allowed him to work in a musical environment where he had control over the parameters of his work and free of the distractions and sensory overload in the traditional music classroom. His level of engagement and happiness in class was obvious as he his creative work would demonstrate.
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