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David Hammer Posts: 3
4/10/2022
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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 teach beginning guitar to large group classes. One of my students in a double 3rd grade class (two classes attend simultaneously) is hearing impaired and has cochlear implants. It is difficult for him to pick out my voice and my guitar from the many students who are playing, often at the same time. We use a transmitter which connects directly to his implants, so he is able to hear my instructions and my guitar notes and rhythms clearly and easily. This technology allows him to participate and stay engaged, and to succeed on pace with his peers.
edited by David Hammer on 4/10/2022
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Charles Williams Posts: 3
4/20/2022
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Administrator wrote:
Choose One(1):- 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 teach large band classes. in these classes I have had a couple students who were hearing impaired. I would wear a microphone to help amplify my voice at all times so that they could hear all instruction. I have also have students who are visually impaired, so I make sure to enlarge my screen so things are large enough for them to see with ease.
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Kathy Johansen Posts: 5
4/22/2022
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One Middle School student with hearing impairment would always sit next to a good friend in case she missed something. Our school provided microphones and speakers to all of the teachers to eliminate this problem for her and for those students tuning in vi Zoom. The simple microphones hung around our necks and could connect to the speakers in each classroom without having to move the speakers.
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Helen Jones Posts: 3
5/5/2022
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Tiered Lessons ae a great strategy to use especially within an ensemble setting. In my classes, the students are all on different levels, only one concert band, one color guard, one chorus, so being able to divide them into ability groups, at times, and assign certain tasks would work very well. Since we are now 7-12 grade, Cubing would allow me to assign certain simpler tasks to students on lower levels, and more difficult tasks to more advanced students, creating a challenge for all. For a student with disabilities, I would structure and plan for that student to receive the appropriate task for their current level and ability.
With language barriers especially, ELL’s,ESOL, Peer Partners would also work well, pairing a student with disabilities (such as language delays, and/or language barriers) with a student who is comfortable providing extra time and extra explanations when the teacher cannot. That student could help ensure that their partner understands the questions and concepts during class.
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Jamie Hayes Posts: 3
5/7/2022
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Option #2
Technology is a great way to keep kids engaged these days and with the resources out there, the benefits are endless.
I previously had a students who had physical and intellectual disabilities. However, she loved to sing. She would dance around in her chair every time music came on.
To assist her in learning her part I recorded her part and send it home with her. Reading music was not an option for her, however, she was more than capable of singing the part if learned audibly.
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Christina Nichols Posts: 3
5/9/2022
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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 implemented the use of a graphic organizer when my students and I are discussing results from our MPA program. We make a graphic organizer to help us compare and contrast what each of the three adjudicators are hearing and suggesting we work on. We also incorporate what we hear in our own recording to the graphic organizer. From there, we talk about what we can do to make our performances better the rest of the school year.
I have also used Mnemonic Instruction for when I teach the students the lines and spaces of a treble and bass clef staff (Every Good Boy Deserves Fudge, FACE, etc.) I also take it a step further for kinesthetic learners and have them associate the fingers on their hand as a line or space on the staff and have them say the mnemonic device while touching their finger so they can associate which line or space gets which word. I have also used mnemonic instruction for when I teach sight reading. I use the word STARS (Signatures (key and time), Tempo, Articulation/accidentals, Rhythm, and Signs (D.C. Al FINE, etc.) so they are able to scan a piece of music in a short amount of time to sight read more efficiently.
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Angela Wolfenden Posts: 4
5/12/2022
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Option 2: I created an "ostinato project" assignment for students. In this assignment, students used a free drum kit website to create a drum beat. Then we used a tone matrix website to create an ostinato melodic pattern. I gave students "levels" of achievement based on how much they wanted to add or challenge themselves. For example using at least 4 drums sounds and 3 notes in your tone matrix was bronze level. More instruments and length moved a student to silver level. We even went to diamond and platinum if you were willing to share yours with others. This project was create because the pitch was based off a pentatonic scale, so no melodies sounded wrong and every one could have fun experimenting with different sounds. This assignment was great for students with disabilities to be able to work at their own pace/comfort level and experiment in a risk-free environment!
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Matthew Seeman Posts: 3
5/23/2022
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Option 2:
One strategy that is often utilized when teaching music is task analysis. When learning to play music from standard music notation, there are many aspects that can be broken down into different tasks. Identifying/clapping the rhythm, naming the notes, naming each note’s placement on the guitar, ‘chunking’ the music into smaller sections, etc.
Mnemonic instruction is particularly helpful for learning to read music, as well as learning some aspects of music theory. Mnemonic devices are traditionally used to teach reading notes on the staff. Mnemonic devices can also be used to teach string names, key signatures, and scale degrees.
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Alexis Pletincks Posts: 3
5/24/2022
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For students with specific learning disabilities, score study/learning new music could be more easily accessible with strategies such as cooperative learning and task analysis. I love the idea of asking students to isolate various parts of the music learning process. Students who struggle with reading comprehension could work with their peers on text study, or even studying which melody lines look the same or different. I use task analysis daily to break down music learning into a my turn/your turn pattern where all students can learn at the same speed. Students with specific learning disabilities benefit from task analysis in music learning because each step of learning the music is broken down into short, repeatable passages that benefit all students.
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Jennifer Renfroe Posts: 3
5/25/2022
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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 have used in my classroom is mnemonic devices. This aids in remembering the names of the lines and spaces on the treble and bass staves (FACE, Elephants Got Big Dirty Feet, All Cows Eat Grass, Good Burritos Don't Fall Apart) as well as the order of flats and sharps (Fish Can Get Dirty After Eating Biscuits, BEAD Go Call Fred) which is especially helpful instead of just memorizing letters universally for both individuals with disabilities as well as mainstream students. Another strategy that I have used in my classroom is peer partners when addressing posture and breathing in the choral setting. First I model, then I have students check each other's posture and breathing with their neighbor to make sure that they can see and help each other's posture and breathing look like the example. Also a strategy that is universally helpful for both individuals with disabilities as well as mainstream students.
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Stuart Campbell Posts: 3
5/26/2022
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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.
Our judge sheets from MPA are graphical organizers that present content and analysis in a clear visual way for students to understand. By having students review these sheets themselves, they participate in the evaluation process and also visually process their performance. Technology through the use of a metronome or quality recordings also assists greatly in reaching every student and keeping consistent engagement across the classroom. These strategies offer options for students with visual disabilities to still participate in evaluation (through recordings), and students with hearing abilities to comprehend information (through the judge sheet/graphic organizer).
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Jennifer Allinson Posts: 3
5/26/2022
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I use music as part of the curriculum for American Sign Language course. I show many examples created by other ASL students and professional ASL interpreters on YouTube and other Deaf Culture websites. All of the signed conversations and songs have closed captioning too so students with hearing loss are getting the message through 2 modalities: ASL and written English.
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Michael Loffredo Posts: 2
5/27/2022
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The two strategies to be implemented would be mnemonic device and graphic organizers. In order to help students identify the letters on the treble and bass staff the use of mnemonic devices will help them remember and facilitate mastery. This is also a functional tool for the order of sharps and flats. After giving them examples of several, we will encourage them to create their own. The graphic organizers are very helpful for students that lack the attention to detail and background knowledge to handle and master terminology in our literature and subject area. As a result, creating an artifact that will allow them to connect the word to its possible symbol or abbreviation (or common use) along with the definition and other background information such as where in the music it may exist and in what styles/genre it may exist as well as what music we have learned or will learn has it in it would help to bring the students closer towards mastery. I could also include a self-reflection piece for them on the graphic organizer and a group/should-buddy section to identify the piece and/or even the measure number to align the vocabulary with the literature.
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David W. Mundy Posts: 3
5/31/2022
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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 will implement in my teaching is Cubing. The ability to hear and visualize things in music is important to my students. I would have them break into small groups, and take turns developing their perspectives- They would each Analyze, Formulate, Describe, Summarize, and Infer different aspects of a song and then after some discussion, rotate to the next side. At the end of the lesson we could evaluate the song. I would be curious to see how the different instrument sections would hear a song differently, by focusing on the perspective of their instrument, and then from an instrument that they don't play.
I would also continue to use the Breaking Down strategy, where students break down rhythms and into beat subdivisions and melodic lines into actual scales. A melody could come directly from a major scale, or commonly a pentatonic scale, with attention to whole and half step intervals. This can also help bring value to learning and practicing scales.
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Christopher Tredway Posts: 3
6/1/2022
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An electronic tuner that clips to the bell of the instrument is an example of technology that I have used to help a student with a disability. The student's learning disability caused a real struggle with pitch recognition and matching. He was unaware of whether he was on pitch, too high, or too low and became frustrated with always being "wrong." Clipping the tuner to bell of the instrument provided a visual picture and the letter name of the note in a window that the student could see. He was able to use this visual representation of the pitch to be successful in finding the correct pitch.
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Lorie Wacaster Posts: 3
6/2/2022
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Option 2 One of my students has ADHD, it is difficult for him to attend for more than 5 minutes. In trying to learn music theory, specifically, notation, I have found the web based program Breezin Thru Theory to be helpful for him since it breaks learning up into chunks, adds fun sounds and graphics to keep his attention and he can work on it at his own pace.
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Colin Slavin Posts: 3
6/3/2022
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Two of the strategies that I use would be graphic organizers and mnemonic devices. When teaching note identification mnemonic devices is especially useful. I will share with students the ones I used to learn them and then they create their own. I use graphic organizers to help the students organize different musical symbols and terms to help them remember them and recall them when they see them in their music.
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Steven Bass Posts: 3
6/13/2022
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One of the two strategies I currently use in my choir classroom are mnemonic devices. I use the Letter Strategy for identifying the order of sharps and flats using the following phrase "Father Charles Goes Down And Ends Battle" for sharps and "Battle Ends And Down Goes Charles' Father" for flats. The reason I use this mnemonic device is because it is reversible, just like the order of sharps compared to flats. Students will be able to "check their work" by confirming the mnemonic device makes grammatical sense both going forwards and backwards.
Another strategy I use is breaking tasks down with task analysis. Currently, when learning new music, we follow the same method as we learn music literacy.
1. I sing rhythms or pitches on neutral syllables and students repeat back.
2. I sing rhythms or pitches on takadimi syllables or solfege and students repeat back.
3. I speak the text and students repeat back.
4. We put it all together.
This system works because we follow the same tasks every time. Students who are struggling with music literacy will get reinforcement, while students who are grasping concepts are given opportunities to "read as I read" instead of "repeating after me".
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Robert Luster Posts: 3
6/16/2022
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One of my students is visually impaired. I gave my student a large screen ipad and put all their music on it. This allowed the student to zoom in and read the sheet music successfully.
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Andrew Burk Posts: 3
6/17/2022
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I have used technology to help students with disabilities excel in the classroom. One thing we have used is Plickers, a form of assessment software. Every student has a QR code on the back of their binder, and we use an ipad to scan answers to quizzes in the moment based on how the student holds the QR code. This helps students answer questions without having to write, which a student struggled with due to a motor issue.
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