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Alexander Javizian Posts: 3
7/10/2021
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Prior to the pandemic when I taught instrumental techniques in the classroom, I had a student who was on the Autism spectrum. As a middle school student, he got anxious and self conscious when playing alone for assignments. I was considering asking him to come on his lunch breaks to be graded on his work, but I realized that he had a love for technology and video creation. One of the resources our administration team brought up was Flipgid, an Instagram/Tiktok clone that was designed for use in the classroom. I asked if he would rather submit his assignments through there and record his work at home, and he agreed. Not only did he submit his assignments, but he also used the app to his advantage by editing his videos and using effects to express his creative side beyond playing tests and other assignments. The experience really taught me that by embracing new technology, we can find ways to assist and engage all of our students.
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Terice Allen Posts: 3
8/1/2021
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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.
- I used a couple of different websites during the last school year that allowed me to set different levels of music theory training (musictheory.net) and allowed the students to choose different levels of music theory training based on their own needs (tonesavvy.com). It allowed for the more advanced students, or students who wanted a challenge, to set the levels higher. It gave the less experienced students, or students who were struggling, to set their levels a bit lower, making for less frustrating work for all involved. I also listened to student feedback to determine how many examples they thought they should complete. The students became a part of the assignment.
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Cara-lyn Mullholand Posts: 1
8/24/2021
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Option 2: I had a student who was partially deaf in my theatre class, musical theatre class and chorus class over the course of three years. Each class provided a challenge in clear communication since all of the classes are large classes in a large classroom. Beyond subtitles, we were able to get creative to help him succeed. Through proper placement in the classroom (assigning him a place that was at the front of the group) and proper surroundings (surrounding the student with advanced students in the subject area), he developed confidence and a willingness to try quickly. Once this confidence was established, it allowed me to utilize technology to further benefit him. In chorus specifically, I found an app that allowed me to connect to his bluetooth hearing aid directly. Through this, I could have anything we were listening to in class connect directly to his device, allowing him to clearly understand what we were listening to/for in the recording. In addition, I utilized a projector to keep behind me to visualize concepts being taught (rhythms, melodies, vocab words, etc. As i continued to input things to be shown on the screen, he was able to see what he could not hear.
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Cara-lyn Mullholand
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Matt Tenore Posts: 3
9/20/2021
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Option 2: I have had students that have had visual and hearing impairments. I have used technology to help by utilizing tuners to verify pitch accuracy, and have even used the projector to enhance the size of the music that the students were reading to help accommodate their needs. We have also used different websites to help create tiered lessons like sightreadingfactory.com.
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Meredith Hollowell Posts: 7
9/28/2021
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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. 1) I frequently use mnemonic devices to teach and review the note names of the clefs as well as the order of sharps and flats. For example, I use Every Good Boy Deserves Fudge for the letters of the treble clef staff. In the past, I've had students with learning disabilities that were not able to put together the sentence listed above. In that case, we created images (ex, boy, fudge) that they were able to put together in the order of the sentence. Once they were able to complete the order of the sentence correctly, we were able to connect the image to the word and the word to the note name on the staff. 2) Peer Partners-in the music classroom students succeed at different rates. I put together stronger instrumental players with those who are slower in grasping the concept. Working as partners, they shadow each other in technique was well as quiz each other verbally on music vocabulary and notation. Both partners are able to take turns practicing skills and a level that is challenging for them as well as encourage each other on the same learning goal.
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Constance Jill Pollina Posts: 3
9/29/2021
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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. .....
1. I have used task cards to create tiered lessons. It helped the student to see the task at hand without becoming overwhelmed with a whole sheet of instructions. The students were able to move to stations that were color-coded and designed for their abilities, levels of understanding, and specific needs.
2. I use peer partners to pair students with others that complement each other. For instance, I paired a student with intellectual disabilities with a stronger student that understood the material. He helped my student to feel more comfortable and really was able to relate to someone his age. It was nice to see a friendship form that then continued throughout that year in the class.
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Teri Bruse Posts: 3
10/1/2021
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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.
The implementation of SmartMusic Computer Assisted Instruction in our band program has helped all students achieve their goals quicker, but I have especially seen a result in the students on the autism spectrum. Sometimes working individually can comfort their apprehension of performing a pass off line in a large social setting. I have also seen it help a student with dyslexia....the program allows the student to click on the correct note and shows them the fingerings for the instrument. It also has a playback feature where they can listen to themselves, and also a pre-recorded demonstration.
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Rachel Mann Posts: 3
10/11/2021
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Two of the strategies that I have found most helpful are the Peer Partners and the Mnemonic Strategy. I've found that keeping the mnemonic device the same (i.e. All Cows Eat Grass) rather than letting each scholar come up with their own is less confusing and easier to remember. While letting them make up their own can be fun and a time eater, it doesn't typically help them with recall as easily as everyone using the same device.
I use the Peer Partners nearly daily in orchestra and band, particularly with the beginners, as I sit them two by two through the entire room. This has been the single most effective tool, as I'm able to strategically pair a student who is struggling with one who is not, and still have everyone participate. It also frees me up to walk around and assist where needed.
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Steven Dean Posts: 3
12/27/2021
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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.
- To aid the education of my autism spectrum students in my percussion ensemble I use the website Noteflight during instruction. On this site I am able to arrange my own original etudes for the students to study. Additionally, I can break each part into sections, using different colors for different notes and measures, and add instructional text as needed. For rhythm activities we will use words like “watermelon” for four 8th notes or “chicken” for two quarter notes. Being able to see the words under the notes really helps the students. If there is a section they’re struggling with, I’m able to zoom all the way in so the notes are super-sized on my projector screen. I’m also able to play the examples at varying speeds to accommodate students who prefer an auditory modality of instruction.
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William Brown Posts: 3
1/2/2022
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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.
School administration can support fine arts educators' use of explicit and intensive instruction through the use of creating a master schedule that will allow teachers to meet during their common planning. Additionally, administrators can support educators through their planning and implementation of effective admin-led professional learning community meetings. During the PLC’s administration can share best practices so that teacher can then utilize their common planning period to implement the best tools and strategies in their lessons to support students with disabilities.
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Josh Nelson Posts: 2
2/8/2022
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I would use the Peer Partners and Graphic Organizers Strategies to help students with disabilities in my classroom. The Peer Partners strategy has been invaluable for me over the years because as stated in the course, students often feel more comfortable working with their peers than with adults, and many students really enjoy helping their peers learn in class. In fact, some of them really take ownership of this and will report back to me often with progress reports, even when I am actively circulating the classroom to check for understanding.
The graphic organizer strategy is particularly helpful for breaking down complex information into more easily digestible pieces for students with disabilities. I have used this strategy several times, and especially for those students who are visual learners, this strategy usually results in high learning gains and increased understanding.
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Chuck Rogers Posts: 5
2/17/2022
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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.
In my middle school music room I was able to set up 17 lap top computers. The units were used for learning centers where students would rotate and work on music programs that would reinforce material and music skills being taught in class. In addition, I could use the computers to test students understanding of music skills that were taught in class. I often used the website www.music theory.com which has lots of good information and skills practice. For struggling students this provided a safe environment where they could practice music exercise as much as necessary to learn the material.
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Dalys Parkhurst Posts: 3
2/22/2022
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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.
I have used many helpful websites such as: www.sightreadingfactory.com, www.musictheory.net, www.youtube.com, and choralnet.org in my classroom. These websites provide resources for sight reading, ear training, and choral recordings.
I also have used an Elmo projector to magnify images for the visually impaired and a voice amplifier to assist with hearing impaired students.
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Dede Darby Posts: 4
3/4/2022
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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
In my choral and keyboard classes I use an app called Blooket. I can create my own games based on any level of students to reinforce anything music including, note names, vocabulary, key signatures, note values, instruments, just to name a few. With some of my students with disabilities, I use peers to play the games with them. The students answer questions and do recognition by competing with each other. It has been beneficial in building music skills and reinforcing music concepts taught.
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Dede Darby Posts: 4
3/4/2022
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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
In my choral and keyboard classes I use an app called Blooket. I can create my own games based on any level of students to reinforce anything music including, note names, vocabulary, key signatures, note values, instruments, just to name a few. With some of my students with disabilities, I use peers to play the games with them. The students answer questions and do recognition by competing with each other. It has been beneficial in building music skills and reinforcing music concepts taught.
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Mario Trejo Posts: 3
3/7/2022
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In my guitar class, I used recordings of certain class pass-off songs on Youtube to help my student with down syndrome. He was unable to sing or hum the song himself so it really helped him to hear certain rhythms. This translated to to more accurate playing. I also had a drone on a tuner playing loudly to help him tune his guitar; it helped his ear tremendously and he was able discern the correct open string notes as he listened to the pitch.
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Abbey Duncan Posts: 3
3/20/2022
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I started to post unlisted practice guidance videos on YouTube to help students who have tiered lessons. Initially, I was posting them for the students who were struggling and working on more difficult and in-depth music with my advanced students... until I realized I had this backward! I started posting enrichment videos and harder music for my advanced kids to work on with "practice along" videos and the kids loved it! This also gave them choice as to what they wanted to learn while I got to work in smaller more individualized groups. I have a class with 2 LY, 1 ELL, and 2 students with intellectual disorders and ever since I started working with them separately, they have had increased success in the content and all of my students have more choice in their education. It helps them with fundamental skill, but also some of the students are starting to pick up on how to teach others from either my videos or from how I phrase questions in small groups. It has been great for building leadership in the classroom!
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Abbey
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Jared Benyola Posts: 3
3/27/2022
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Part of the curriculum in all of my classes is using Breezin' Thru Theory. With this program it allows me to reinforce and expand upon learning in the classroom. I can adjust due dates and differentiate chapters based on how well students are learning the material.
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Kathy Johansen Posts: 5
4/1/2022
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A student with high functioning autism was fascinated with the music apps on his school iPad. He created some of the most interesting music of all. He had a gift and the technology allowed him to blossom.
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Veronica Johnson Posts: 4
4/6/2022
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In my Chorus and Handbell classroom I find that Differentiated Assignments work well for students with various disabilities. Smaller groups that work in rotation enable me to work with the needs of students with disabilities so they do not feel alone, but supported by peers, as well as receiving very personal attention in instruction. Doing this in small increments helps to establish a rapport with the students and helps to build confidence. Scaffolding in that smaller group is particularly helpful because the student builds confidence in having my support and the support of others, and in receiving that support, they gradually feel stronger in learning the skills. Rhythm work is particularly enhanced in this way, as I can gradually allow the students in that small group to establish a knowledge base so that they may gradually work independently. As I watch, positive feedback to further encourage the student is necessary. Allowing students to work in a series of groups will keep the students motivated, and feeling challenged as they learn new techniques. One of the most rewarding experiences in a group rotation is when students can experiment by creating sound and rhythms together in their small groups. The fun part is in the creation of (improvisation) of music, practice of playing the bells, and the feeling that everyone is contributing in their own special way. An educational "Round Robin" is what I like to call this experience.
Another technique I like to use is peer guided instruction. Because I have multiple achievement levels in some classes, I utilize the learned skills of students who have achieved a certain level of mastery to assist with students. It is important for students with disabilities (as it is with all children) to be able to develop a relationship with their peers. Moreover, learning from a variety of sources is helpful. I have a student who is looking forward to becoming a music education teacher. That student has the desire to help others to learn, and is patient and kind when he is working with students. This is a win-win situation because sometimes the voice of a peer carries a sense of belonging and a desire to model and receive a response to that modeling. As the students work in their different groups, I visit each group and monitor what is being practiced so that I might make corrections if needed and also give support and feedback along the way.
I also like to use technology to reinforce what I have taught in the large groups, and in the differentiated groups. For example, if we are learning a selection of music, now that the students have been on a series of learning experiences, an important part of learning performance is to listen to a performance. I will search on the computer, which is audio enhanced, using the LCD projector, and show a performance of the selected song being performed by a group of people, preferably in the same age group, so that they can follow their music, mimic the motions of ringing the bells, or even hearing a chorus part amongst the other parts, so they realize that there is an end goal, and that they can look forward to experiencing themselves. I find that watching the performance first is very rewarding and a good experience because it supports the discipline being taught while seeing the final project. Further it encourages input from the students, and the ability to take ownership in the learning process. Then Secondly I will play the performance again, and have the students to follow in their music as the video is being played. There is so much to be learned from watching performances in terms of every element of music, and the actual response that the students witness from those in the audience. Also, the assessment tool that can be used In conjunction with technology through the use of games, like "Kahoots." Students get so excited, and even if it is just a short exercise, it reinforces learning, and often times demonstrates the level of understanding so that we teach, and reteach if necessary. The ultimate assessment is the final performance, with one of the most enjoyable and beneficial times being the reflection on the days following the performance. Group discussions are important, so that we are able to use the acquired knowledge in moving on to the next levels in performance.
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Veronica R. Johnson
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