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Andrew Dubbert Posts: 4
6/3/2018
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Computer Assissted Technology: I like software product smart music. It allows students to get an immediate calculated response on the computer after they perform their instrument.
Peer Partners: I also enjoy having a mentoring system. Students are paired up with another student at a higher level than they are. This mentor guides them until they are prepared to take on their own mentee.
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Gregory Harris Posts: 3
6/8/2018
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Technology, such as Smart Music, is great for all students. In regards to students with disabilities, practicing a melody or part will only let you move on if the part is accurate this way it can't be practiced wrong. This is very interactive and allows students more time to master the part and retake it several times in order for every student to achieve mastery.
Peer Partnering also has worked in my room: Just like the reading said, many students learn things better from their peers as they can put it in language that makes sense to them. Having a mentor (or several mentors in a sectional situation) I have found allows my students with disabilities to master skills/parts quicker and with much more efficiency and accuracy.
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ANISSA RUIZ Posts: 7
6/11/2018
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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 a student with a disabilities needs.
Well, in Elementary and Secondary, I used mnemonics as a remembering tool for the lines/spaces of the staff. I even do a "contest" where students, in GROUPINGS, try to think up a NEW mnemonic for the lines of the treble clef staff. I always say that 4-5 brains are sometimes more useful than just one. So that always helps them memorize.
I also do Groupings. This REALLY helps because I try to always do the groupings with strong, middle, and weak students within one group. That way there is someone in the group that might have more insight into what the middle and weaker students have to offer.
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Jeffrey Clayton Posts: 3
6/19/2018
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In both my choral and vocal techniques classes I implement a variety of technology tools to facilitate student learning, particularly with students with disabilities. In the vocal techniques classes I utilize Appcompanist. This is an iTunes app that contains the accompaniment for 1000's of classical and musical theatre songs. The app allows a student to change keys, tempo, loop specific trouble spots, put a fermata on a cadenza, etc. You could actually perform with this device is necessary. A specific feature for students with learning or visual disabilities is the ability to have the melody played on top of the accompaniment either at pitch, an octave above or an octave below. This is extremely helpful in the learning process.
I also utilize voice memos where the students send me samplings of their vocal work [practice or performance] so they can avoid the classroom anxiety until they have mastered the skill or overcome their nerves. Students can learn at their own pace.
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Jeffrey Clayton
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Jillian Savia Posts: 9
6/21/2018
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A way that I have used technology to meet the needs of a students with a disability in my classroom was through the use of SMARTMusic Technology. This year I had a visually impaired student who struggled to see the smaller notes in her method book during beginning orchestra. When there were times that I couldn't copy the music bigger for her to see, or there weren't enough extra books for me to put on the document camera, I would pull up SMARTMusic and she would be able to see the music at a much larger font on the screen. The technology also helped her an many other students understand and see how music is read so they could learn how to read the music correctly and follow along during those early classes in orchestra 1.
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Kristen Franzen Posts: 3
6/21/2018
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Middle School Piano:
- Semantic Maps can be used to create visual concepts for students that are over-whelmed with body and hand positions. Example: CENTER CIRCLE = posture at the keyboard, OUTER CIRCLES = sit tall, knees slightly under edge of keyboard, wrist above keys, elbows out, feet flat on the floor, right foot slightly in front of left, lean sligthly toward the keyboard
- Chaining is especially helpful for students who learn piano pieces slowly. Slower learners can learn one line of an example at a time. Each line can be assessed as its own assignment. The lines can eventually be combined for performance of the entire example.
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Richard Estes Posts: 3
6/26/2018
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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 some students who are visually impaired in my classroom. When practicing sight-reading, I want to make sure that the examples are large enough for the students to read. I use the website thesightreadingproject.com to grab sight reading examples that are appropriate for the level of the class I am working with and then use a video projector to project the examples big enough to be seen.
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Ian Black Posts: 3
7/11/2018
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Like many teachers in this forum, I have used SMARTMusic with students who were visually impaired, but it works well for all students. The increased functionality of hearing only their part was helpful for students who struggled to interpret written music. Though some teachers may say disdainfully that learning in that way is "by rote," I would argue that, depending on the student and the disability, it allows them to participate meaningful and still learn many other elements of music.
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Melanie Harris Posts: 3
7/20/2018
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In my choral classes, I implement a variety of technology tools to facilitate student learning, particularly with students with disabilities. I record myself singing all voice parts using garageband. I post these recordings in a digital classroom produced for my classes through "instructure". Some of my students need to hear foreign language pronunciation multiple times, so I record this as well. I support music theory lessons, by using the app: "Show Me" which is a digital white board. I originally designed this support for one student who needed differentiated instruction for a learning disability, but most of my classes now request it for test reviews. In order to infuse world music into my curriculum, I created a wiki, which is an online web environment where students travel virtually around the world in search of indigenous world music. The students create a travel log posting videos and pictures of the country and its music. Students can work in peer pairs if they need extra support.
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matt stott Posts: 3
7/27/2018
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I especially appreciate mnemonic instruction and peer partners / instruction. Mnemonic devices can help focus the entire group, when dealing with a difficult concept, to relate it to a simple big idea. Peer instruction can be very helpful for both students. The student receiving instruction has obvious benefit, and the student delivering instruction can be one who has a desire to lead and possibly someday teach.
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Ray Freire Posts: 3
7/27/2018
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I regularly use Peer Partners to both elevate the speed of learning for all students, and to give leadership to high performers and extra assistance and a social connection to those in need.
I also use smart music and single part recordings to allow for students who may have auditory or visual issues or are behind on beat development to hear something correct to assist in their practice.
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Deborah Shenning Posts: 3
7/30/2018
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Peer Partners is an important part of my Chorus class. I place more advanced learners next to special needs students or even with kids who are just new to chorus. The advanced student is tasked with making sure their partner is keeping up with the class, correctly following the music, etc. Students who need help are often more willing to quietly ask their partner than they would be raising their hand to ask the teacher.
Mnemonic devices are invaluable when teaching students how to read music. Acronyms and acrostics help with everything from naming notes on the staff to key signatures. Most students come from elementary school with some knowledge of rhythm and names of notes. We build on this previous knowledge to teach students how to read music.
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Oscar Vinson Posts: 3
8/2/2018
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I had a student that due to a neurological disorder had issues with hand grip. I allowed this student to play an electric guitar instead of the usually mandated acoustic due to the lower string resistance/action. They were able to play significantly more than otherwise. While still limited, were granted the opportunity to bond with the instrument.
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Nicole Matson Posts: 3
8/15/2018
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Student requires extra time to complete assessments and or complete in a small group environment. I allow those students to work with peers further along than they are and then complete the assessment at their own pace on their chromebook using a program called screen castify. This program allows them to record themselves playing their playing assessment and turn it in when they are ready.
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Brigitte Emenheiser Posts: 3
9/7/2018
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I use technology to help several of my students with comprehension activities in both keyboarding and chorus. The use of www.musictheory.net Lesson and Exercises website is a phenomenal tool for helping students learn both simple and complex music theory principles including: note reading in different clefs, scale construction, aural listening (scale, chords, intervals), keyboard identification and matching to the staff, and many more. I use this for my students who may have difficultly processing information through traditional note taking. www.teoria.com is another great resource for students who process information better through visuals and auditory stimulus.
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Walter Halil Posts: 2
9/16/2018
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Technology: I use Canvas, an online learning management system, to put videos, music, and audio demonstrations on a website that my students and their parents can access from home. Consequently, students can learn content and skills at their own pace and with help from their family. I know of at least one special needs student whose parent has been helping her learn music by way of Canvas. The ESE staff has sent home the information regarding this resource, so I'm hoping that more of them are making use of it.
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Rosemarie A Fernburg Posts: 4
9/17/2018
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My student is blind and 50% deaf. She already uses an amplifier microphone to hear instruction better, but we have found that I need to avoid demonstrating on the e string when I am wearing it. I just use the lower register more often for her comfort. I have also made extensive use of recordings for her. I record several short clips of a new piece or new technique and email them home so that she can hear the example and instructions during home practice. After reading previous posts I am interested in researching CANVAS to see if it will assist us. As an itinerant teacher I do not often have access to anything more than a laptop to share with my classes, so I am always looking for apps that they can use on thier own to reinforce classroom goals.
Some of the strategies that I routinely use are tiered instruction, chaining and mnemonic devices. Our first experiences with literature keep us on Open Strings and repeated rhythms. Eventually fingering is added and the melodic and rhythmic complexity rises with each new song. Using the open string arrangements allows my beginning students to play side by side with my more advanced classes, exposing them to more advanced techniques and rhythms, while keeping their learning task to attainable tonal development goals.
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mark sanders Posts: 3
9/18/2018
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Two strategies I use routinely are differentiation and the use of letter strategy tied in with mnemonics. In instrumental music, differentiation used to accommodate students with learning disabilities could come in the form of sectional rehearsals where students in need can receive more focused attention from the teacher. Also, the grouping strategy can be employed to assist one or two students in need of extra help learning key concepts. Specialty teachers such as percussion or brass instructors can be used in the program for extra reinforcement of classroom assignments. Private lessons using parallel supportive materials is also highly helpful.
Letter strategy is a good way to help students learn difficult concepts like music theory nomenclature. Memorizing the sequence of sharps and flats on the staff is challenging. However, using the first letter in each word to a catchy, if not silly phrase (the sillier the better!), makes things easier and more fun. Example:
Fried Chicken Goes Down Awful Easy Brother. Using the first letter of each word places the order of sharps on the staff correctly. Say it backwards and you have the order of the flats!
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Manuel Camacho Posts: 3
10/3/2018
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Two strategies that I could potentially use with a child with disabilities are:
1. Partner a student who is visually impaired with a student who has excellent handwriting skills, so that they may be able to see what is being projected on screen, with notes that are up close
2. giving a student whom is partially deaf audio enhancing equipment so they can hear instruction and the tempo of the band if they are playing a percussive instrument
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Todd Mastric Posts: 2
11/4/2018
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I had a student with a behavioral disability. He had a very short attention span when it came to listening to the teacher or working in class. I had a class set of iPads. I found a couple of music instruction apps and also developed several Nearpod lessons. The student loved to work on the tablet and would be engaged for the entire period working in the apps and doing the Nearpods.
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