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Elisabeth Crumrine Posts: 5
5/2/2019
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i like to use peer partnering and small group sectionals in my chorus classroom. I find that, especially with my beginning singers, they feel more apt to ask their partner a question than me in front of the entire class. I use this a lot while introducing solfeg. I find that having the partner to double check your answers or ask questions makes sight reading less intimitating.
I also like to use sectional rehearsal for many different reasons. It again gives the struggling student an opportunity to ask questions they don't feel comfortable asking in front of the class. It gives extra practice times for tricky sections. I also like the camaraderie that the students develop. It also helps use rehearsal time wisely--there isn't down time for a student to be off task and disengaged.
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Elisabeth Crumrine
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Kyle Handfield Posts: 2
5/6/2019
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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 had a student with a visual impairment disability that required the use of technology or very large prints of music. If possible, I would use the copy machines to enlarge the sheet music, otherwise, the student would actually use an iPad to read the music. The music would be scanned and loaded onto the iPad, and then using the magnifying abilities of the iPad image reading software we would make it so that the student could read the music better.
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Cody Tempest Posts: 3
5/11/2019
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I had a hearing impaired student in my music appreciation class and we had to install a microphone system that I would wear around my neck when I teach to amplify my voice to ensure the student could hear my instruction.
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Luis Rivera Posts: 3
5/13/2019
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Last year I was my first year in my new High School and classroom. My roster came in and I saw I had one student who was hard of hearing, and I immediately began to think of ways that my teaching will affect her positively and negatively. I teach really fast and one lesson after the other in choir to keep the momentum going in the classroom, so naturally I felt that this might pose some difficulty. When she came into my classroom, we began to talk about the vocal tract and I found a great youtube video that shows the entire tract and the way it works through an MRI and I was able to write on the board what we were discussing. The video was demonstrated as I taught the class and went with my dialogue on the big screened white board. The other students also found it helpful and my special needs student was accommodated successfully.
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Douglas Moser Posts: 3
5/14/2019
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In order to facilitate a disabled student who wanted to participate in marching band, I utilized electronic drum pads that triggered various percussion sounds. The student could hold a pair of sticks, but could not raise their arms very high, and sat in a wheelchair. I placed the electronic drum pads at a height the student could reach, and he was now able to fully participate in our marching show in the front ensemble!
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Michael Hill Posts: 3
5/15/2019
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I have a student this year who has a severe visual impairment. We worked with him and his parents to find a way to allow him to see music. He found success by using tablets and expanding the view of the music as well as working on enlarging hard copies so that he could read the percussion parts. Once he realized that he could see the music, his attitude changed and he became very enthusiastic about music.
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Erin Cushing Posts: 3
5/16/2019
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When I had my Deaf/Hard-of-Hearing student earlier this year, I used a microphone that connected to his hearing aid. I also would close caption all the videos that I used so he never felt left out of videos. When taking notes, I made sure that I used Google Live to caption what I was saying to help make sure that he understood what was going on.
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Christy Jeck Posts: 3
5/17/2019
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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 technology that has been very helpful to a few of my students who have disabilities is the use of recording technology in the classroom and in the performance venue. I can use my Macbook and programs like Garage Band or Logic Pro, to record parts for students who have trouble reading the sheet music, and can only learn through auditory means, via ear training. If the student has the chance to take the recording home, they can practice it and learn to play it by ear.
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Sarah Albritton Posts: 3
5/22/2019
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One strategy I could use in my classroom would be task cards. I could use this strategy for a listening activity. Card 1 could be a guided listening map of the music where students circle specific things they hear in the music, such as dynamics, tempo, etc. Card 2 could have categories such as tempo, dynamics, mood, instruments, etc. that they fill in from knowledge they already possess.
Another strategy I could implement in my classroom would be differentiated assignments. I could give students instrument parts based on current knowledge of music and abilities. For example, students who are high achieving would play the 1st clarinet part. Students who are average could play the 2nd clarinet part. Students who are struggling or who have learning delays could play the 3rd clarinet part. If necessary, I could write an even simpler part to accommodate students with disabilities.
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Don Zentz Posts: 3
5/27/2019
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With regard to technology, musictheory.net has been a valuable resource for me in my music theory classes. You can set assignment content. Students may work at their own pace. Practice is provided in order to ensure success and ultimate mastery. The ear training component has been huge. Rather than going around the room in front of others asking students to name intervals and such, this platform eliminates students from feeling behind or even incapable. There's no feeling of not belonging because particular students are not as quick or accurate as others. Students submit assignment results so I can monitor their progress. Of course, I serve as a "guide from the side" during these tech times.
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Don Zentz
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Rosemary Collins Posts: 3
5/28/2019
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In an ensemble classroom (with ESE students or not), collaborative structures are an effective way for students to interact with the content and each other. Strategies like Peer Partners and Reciprocal Teaching give each student a voice to share their learning with another. It raises the expectancy and the ownership of each student in the group no matter what level.
Self-Evaluation and Reflection are also powerful tools for building the confidence and independence (particularly of struggling students). It gives the student ownership of their learning and opens the dialogue between student and teacher for meaningful assessment of learning goals.
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Yvonne Campbell Posts: 1
5/28/2019
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I have used peer partners quitenoften in my classes beginning with the students learning to put their instruments together and continuing from their into a variety of concepts. I also use chaining - probably every day. In beginning classes I choose a difficult measure and as they master that I add the measure before and then the measure after. I also use chaining as we learn scales. When faced with really difficult patterns in my top group I often take out just a small segment then add another and another
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Amanda Lyon Posts: 3
6/4/2019
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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 should preface this with the fact that I am at an ESE center and teacher K-12 general and instrumental music. Most of my kids have emotional disabilities but many have physical impairments as well.
For many of my students, fine motor skills are lacking and it becomes frustrating to the point of them quitting any activity we do that requires writing. While I do attempt to keep them writing because it's a skill they need to develop, for time purposes, I sometimes have to utilize tech for assessments. I use a number of apps on my ipads to assess and allow them to practice certain skills. We use MusicTheory.net (and it's app version Tenuto) for note reading practice and assessments on the staff and in rhythmic form; we use RhythmCat for performance of a rhythm that doesn't require playing an instrument; we use multiple tuning apps for those who don't hear close pitches yet; we use apps so that students who don't have full range of arm movements can perform on various instruments through GarageBand, Prodigies Bells, and more. For students with emotional disabilities that inhibit their ability to be social on occasion, they are offered specific responsibilities like recording the classes assignments, documenting the music, and/or using the bluetooth speaker to participate from my "cool down corner."
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christopher banks Posts: 3
6/5/2019
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I had a young saxaphone player with a hearring imparement. I did not teach her class everydday, but when I did, I used a micrphone lanyard from the vary start of class. This included standing near the speaker when using recorded examples, or moving toward a student model when they were asked to perform, or give verbal feedback. Very helpful.
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Wade Caudle Posts: 1
6/6/2019
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Students with motor skill impairments often get excluded from instruments such as the trombone and french horn. To help these students learn hand position placement more effectively, I use an electronic tuner which utilizes a vibration-acquired pickup an attaches directly to the instrument. The models we have are called "Snarks" but their are others.
Another option for intonation and pitch recognition I have used is the iStrobosoft iPad app with a clip-on vibration pickup as the microphone. The concept is similar, and provides access for visually-impaired students as the readout is much larger. Students gain a better understanding of pitch and intonation as it is related to their hand positions.
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Kerry Waldo Posts: 3
6/6/2019
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One strategy I use is mnemonic devices when teaching basic theory lessons to my students. For example, All Cows Eat Grass are the spaces on the bass clef and Grandpa's belt Doesn't Fit Anymore for the lines on the bass clef. For the order of Sharps, Fat Cats Go Down Alley's Eating Birds.
Students love to make up their own sayings and share with the class.
Another strategy I use in class is Peer Partners. This is good when reviewing basic vocabulary or note names on the staff. This enables the students to have immediate feedback and also gives me the opportunity to go around the room to ensure everyone is understanding the main idea of the lesson.
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Kerry Waldo
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Giselle Panagiotakis Posts: 3
6/27/2019
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I have student who suffers from Dyslexia. I have used Sight Reading Factory (SRF) to help her overcome her note-reading struggles. With SRF, a student can choose the level of difficulties, key, time signature and a few other options to practice sight-reading. They can practice timed, or not and they can practice at their own pace. This student needs more time to distinguish what each not actually is, so the time can be increased on the practice exercise. She is able to do a sight-reading quiz multiple times before submitting for a grade. I think this has helped her tremendously because she was able to sight-read for an audition to be a part of our most elit ensemble!
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Christina Baker Posts: 3
6/29/2019
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Several ways I have implemented in the class room are tiered lessons, graphic organizers and mnemonic devices to remember key theory concepts. When teaching the order of the sharps or flats we use sayings to help remember the specific order of each. It’s almost a game to my kids to see who can come up with the most clever mnemonic saying. When learning about a new piece of music or listening to a new artist we often use graphic organizers to assist in categorizing characteristics and information as we learn about the piece of music and use this method to group terms and also to gauge our learning.
Technology is a main component within my classroom as it offers ways for my students to work together, independently or to discreetly ask questions they may be hesitant to ask in front of their peers. I use many online sources and one that works well for me is the online essential elements interactive. On this site students have additional help and can also submit recordings as well as ask the teacher questions as we are learning new things. This is especially helpful for students who need additional time for completing assignments or suffer from performance anxiety.
edited by Christina Baker on 6/29/2019
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Melissa Life Posts: 3
6/30/2019
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In my classroom, I have used mnemonic devices to help my students remember musical concepts with all of my students, regardless of their abilities. I would always give my mnemonic device to help students, however, some of my students would even create their own mnemonic devices to help them learn the material needed in class. Another thing that I have done with my students is to give them opportunities to do both a self-evaluation/reflection of their performance and abilities in the classroom and/or performances. Students have also shared with one another their assessments if we have done a performance evaluation as a class.
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Sarah Morrell Posts: 3
7/5/2019
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I will definitely use centers for exploration and review of concepts and pieces taught in a unit. This will be valuable for both students with disabilities and students without, because unlimited review and having the support of peers is valuable for all learners. They will be able to hear pieces replayed on the computer as many times as needed., and work collaboratively to improve skills.
I will also use contracts. This will benefit all students in organization to support their success. I think it will be a good way to keep students motivated and to stay on task during independent practice. It will offer needed structure to the students practice session,.
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