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Elizabeth Dean Posts: 5
6/17/2022
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Option 1: I incorporate multiple strategies when it comes to music literacy. Peer partners are very common, especially since I have several students who have learning disabilities like dyslexia or read at a low level. The majority of music reading occurs through task analysis: speak the rhythm, sing the rhythm on one pitch, do the solfege handsigns, sing the solfege, then put the rhythm and pitch together with handsigns. I do not use graphic organizers, but this course has inspired me to use them starting in the fall.
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Elliot Arpin Posts: 3
6/22/2022
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I taught a student in band that was hearing and visually impaired. In order to help this student be as successful as possible in band, I enlarged (and in some cases re-wrote) small font sheet music and warm-ups, as well as using a speaker with wireless microphone to ensure that the student was receiving all verbal instruction.
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Noiree Weaver Posts: 3
6/26/2022
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One strategy I have used in my classroom is Self-Evaluation/Reflection. This strategy allows students to relfect on concepts and tasks learned and produced, as well as, self-evaluate where they stand with the understanding and application of a specific learning goal. Self-Evaluation/Reflection is beneficial for all students. Yet, it is very helfpul to those with varying exceptionalities and learning differences especially when one may have reservations when singing or sight-reading in front of or with peers compared to those with non-disabilities. After learning and singing a song whether in a whole class group, small group setting or after a performance, students were asked to reflect on their singing collectively as well as individually through a written or verbal description. The self-evaluation included a variety of questions. What sections in the song did you feel you did not sing well? What skils need to be addressed to correct those sections? How will you improve these skills at your leisure in order to meet your learnig goal?
The second strategy I've implemented is the Mnemonic Instruction using the Letter Strategy. This particular strategy is common within the choral music classroom due to the necessity of learning basic music theory. When students are learing the names of the lines and spaces on the staff for treble and bass clefs, it is very beneficial to memorize with the assistance of acronyms. We will name the lines and spaces for each clef using the acronym(letters), then give each letter a word: FACE- Fat Albert Can Eat(Treble Clef Spaces), ACEG- All Cows Eat Grass(Bass Clef Spaces), EGBDF- Every Good Boy Does Fine (Treble Clef Lines), GBDFA- Good Boys Do Fine Always (Bass Clef Lines). Afterwards, students are asked to create their own words using the same acronyms. Then, we share as a class or in small group settings. Examples: EGBDF- Eggs Get Broken Driving Ferociously, GBDFA- Granddaddy Brings Desserts For All, FACE- Fuji Apples Create Energy, ACEG- Angels Cover Everyone Gracefully
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Ann Paris Posts: 12
7/6/2022
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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.
- Mnemonic Instruction: I could use this a lot when teaching Music theory and symbols, such as naming notes, making "pictures" from the symbols they learn, such as a picture of dynamite for the word dynamics which means "power" so they can remember that dynamic markings have to do with how loud or soft they sing. I would have the students draw the pictures, which they seem to love to do.
- Graphic Organizers: These can be helpful when they are comparing listening examples or watching a musical, to break down the plot, characters, sequence of events, or critiquing the songs they hear in the musical. This strategy can also be helpful for students who are kinesthetic learners who learn by writing or drawing pictures as they listen or watch a performance.
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Ann Paris
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Ann Paris Posts: 12
7/6/2022
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Richard Ballinger wrote:
I have often used peer partners as a universal design for my entire class, but I would specifically set it up for students to mentor and evaluate each other as they were learning concepts. After reviewing what we had previously learned, I would demonstrate the new concept we would be working on then give the students direction for small group (pairs, usually) practice where they would evaluate and coach each other. This would be followed by opportunity for students to share what they had learned and achieved as well as what was suggested to improve. This worked very well even for students who would struggle with certain concepts for various reasons including disabilities. I have also used mnemonic instruction for memorizing the note names, key signatures, and other concepts such as sightreading. Students would help eachother in memorizing them so that we are all eventually reading music together. Of course, many of the other concepts are always used (Tiered instruction, differentiated instruction) to lead to eventual success for the entire ensemble.
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Ann Paris
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Ann Paris Posts: 12
7/6/2022
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Michelle McCarthy wrote:
The first strategy that I would implement would be the Peer Partners Strategy. I love it when I have older students help younger students learn their instrument. For example, if I had a student that had a disability that had an IEP stating they need more time to complete tasks and tests, I would pair them up with a student that played the same instrument. I could have the peer mentor sit next to the student who needed the help or I could have them practice together in a practice room or different part of the room. I would also incorporate some type of graphic organizer to help with learning music theory (semantic), music history (story/Venn) and to help complete listening journals (story, Semantic).
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Ann Paris
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Ann Paris Posts: 12
7/6/2022
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Carrie Guffy wrote:
In the after school choral activities, such as show choir and Men's choir, we use Peer Partners Strategy a lot. The "captains" of the group are very good about pulling kids aside to help with rhythms, notes, etc. It is very beneficial to both the student that needs assistance and for the one giving the assistance. Peer partners strategy not only allows the students to learn but to have social interaction as well.
General music class is very conducive to task cards. Recently we implemented a lesson on Broadway Theater productions. Each Tier were giving task cards where their final projects, after research, were to create an advertisement for the show, act out a scene from the show, turn in a research paper.
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Ann Paris
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Ann Paris Posts: 12
7/6/2022
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Carrie Guffy wrote:
In the after school choral activities, such as show choir and Men's choir, we use Peer Partners Strategy a lot. The "captains" of the group are very good about pulling kids aside to help with rhythms, notes, etc. It is very beneficial to both the student that needs assistance and for the one giving the assistance. Peer partners strategy not only allows the students to learn but to have social interaction as well.
General music class is very conducive to task cards. Recently we implemented a lesson on Broadway Theater productions. Each Tier were giving task cards where their final projects, after research, were to create an advertisement for the show, act out a scene from the show, turn in a research paper.
This is a great strategy. Often kids enjoy learning from each other as much if not even more than they do from us! It is also exciting to watch them and some of their "teaching strategies". It build confidence in both the learner and the student mentor. I would love being you your class!
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Ann Paris
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VIRGINIA L MORROW Posts: 3
7/17/2022
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I had a student in my music theory class that had Dysgraphia, with very poor hand writing. He was allowed to use his ipad for note taking , as well as another student with MLS who had difficult days and was allowed to write all tests on his ipad instead of using a pen. Also, another use of technology in class sometimes was the use of "formative" where I can write assignments for the students to do on a limited ammount of time, and I could project all the answers without names, so we could discuss and give immediate feedback anonymously.
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Joseph Postin Posts: 3
7/29/2022
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In using technology, lessons, sight reading exercises, and vocal parts were put into "Schoology" an account each student has for each class. Resource links were also put there. This allowed students to practice and review information at there own pace and it gave me feedback as to their progress.
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Nicole Chui Posts: 3
8/30/2022
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One strategy I use in my music classroom when learning new music is putting my students into peer groups or peer partners, particularly my middle school students (I teach at a K-8). I feel students are more engaged when they are working together with their peers instead of when they are sitting in their seats in front of me as I try to rehearse music. I usually split students into groups and have a student who is very proficient at the instrument lead the group while I occasionally intervene from the side before I bring them back all together to perform as a group. This strategy has two advantages, one being that students may feel more comfortable explaining their issues with the concept to a peer and the other being that it gives me a chance to work on individual players or sections that are struggling for whatever reason.
Another strategy I find very helpful is mnemonic instruction. I use this instruction strategy when teaching song lyrics. For example, if the lyric is "Row, row, row your boat." I would place a picture of a person rowing a boat beside that sentence so the students would be associate the picture and the action being depicted with the lyric, thus making it easier for the student to commit to memory regardless of if they have a disability or not.
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Jacob Heglund Posts: 2
9/1/2022
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I had a student in my general music class who was only able to effectively communicate through use of a tablet device. I was able to download a couple of music apps, as well as implement garage band into his device and utilize it to participate in group playing performance activities.
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William Molineaux Posts: 3
9/1/2022
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For some of my students, doing assignments on the computer is easier that writting out assignments. I use MusicTheory.net to assign notation and theory assignments to students that may have trouble physically writting the answers. I also use our Harmony Director in rehearals to help some of our more auditory learners hear the pitches better when learning something new.
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Scott Bourne Posts: 6
10/6/2022
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I have used Nearpod lessons in the past to teach rhythm and note values. the students are able to follow along and participate with their chrome books. I have used grouping when working on parts usually pairing strong singers with those that may be struggling. I have used guided notes when covering music history.
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Danielle Singer Posts: 3
11/18/2022
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For my student with a visual impairment, we were able to get her an iPad where we uploaded her sheet music for concert band. She was able to enlarge her music and use a stylus to write in notes just as if she had actual sheet music. She was also able to complete music theory assignments with the class through the use of musictheory.net, which I ended up using to assessing understanding from the whole class instead of using the board.
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Angela Horne Posts: 3
12/5/2022
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For my specific learning disabled students, I include rehearsal tracks on Google Classroom. They can access the tracks at any time, and can practice as often as they like. We also break into sectionals, and students can practice with their specific part, without distractions of hearing other parts at the same time. I often include the whole section in this strategy so the student doesn't feel singled out.
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Keith Griffis Posts: 3
12/23/2022
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Option 1:
I find that the grouping strategies are particularly useful in the music classroom, and that many of the ideas and applications suggested in the training were helpful and insightful. I find peer-to-peer instruction to be particularly useful, as it is a reciprocal way for students to interact with and gain a deeper understanding of the material. I also find that differentiating assignments and assessments is a beneficial way to help make the classroom environment more equitable.
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Don Isabelle Posts: 1
1/2/2023
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I have a student who is autistic and naturally talented in music. He came to middle school as a cello player, we do not have an orchestra at our school, but we do allow string bass. This is his third year in my program and he started with a lot of questions. This generally is not an issue, but the class sizes are generally 40 - 70 students with only 45 minutes per period. The initial goal was to make him feel as part of the group and to make his questions turn into thought patterns. I would redirect the question to "what do you think about....." That generally helped him reassess his actions. He made nice progress, although it was slow moving. I noticed that the general ed students were patient with him, but I decided to ask him to show the class his piano skills. I knew that he played piano. He seemed to memorize his music and he was happy to play. After playing for the entire class the students had an appreciation of his abilities. After that, they wanted to offer their support and help with him during the regular instruction. Peer acceptance was an important step for him to feel that he was a part of the entire ensemble. Throughout the past 3 years he has gained the ability to focus his questions only to the necessary subject matters.
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Dustin Adkins Posts: 3
1/4/2023
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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 have taught a student in the past that wanted to play and contribute an instrument to our school's band. However this particular student had bouts of autism and while they were a phenomenal musician, they would struggle at certain instructions and practices, while other students did not seem to have any issues at all. It took me having a clear understanding of their IEP and individual needs that I realized by introducing the technological assistance of a laptop for this student would greatly impact their achievement and success within the band. The student was having a hard time picking up instructions and technique from anyone that would just say and demonstrate in front of the entire class. What my student needed was a laptop in order to watch the technique and instruction being provided to the class, but in a manner that allowed them to rewind, watch, repeat, until this student had mastered the desired parts needed. Providing the technological assistance of a laptop not only impacted the individual student and their success, it allowed for an even greater participation and effort for the remainder of the school year. Something so subtle had a lasting impact and has stayed with me since it occurred.
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Kevin Bogdan Posts: 3
1/8/2023
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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 classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
In previous years, I had a student who was visually impaired and often had a hard time reading the sheet music normally provided. The student was fortunate enough to have an Ipad that they could use regularly in class. I would scan their music and upload it to an app called fourscore. This app allowed the student to be able to make notations on the app, zoom in, make the music larger, and change the page of the music with a blue tooth foot pedal. This allowed the student to participate in class normally and without any issues because the sheet music was now large enough for the child to read fluently.
Additionally, there is an app called "Music Scanner" where you can take a photo of the music and it will automatically create an MP3 and a Finale File. The student is then able to listen to the music that is on the page. We used this to create practice tracks that the student could use to practice with at home when the sheet music wasnt clean or easy enough for them to read.
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