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Maria Dix Posts: 1
3/21/2017
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In regards to Option 2, I have used a visual tuner to assist students who have a difficult time with adjusting the intonation of their instrument by ear. This allows him or her to see if they are flat or sharp and allows for a visual aid to help with development of their ear and listening skill.
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Dustin Hicklen Posts: 3
3/21/2017
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Using the Cornell Notes Strategy could be highly beneficial for all students in the classroom. This strategy would be particularly useful in Music Technology and Sound Engineering when taking notes on the history of MIDI. Students could place the topic/name in the cue column while then taking notes in the other column. They can then fold the paper and to study the two different sides. This would make reviewing the material much easier as opposed to trying to memorize I "standard" page of notes.
Using a Peer Partner in a music ensemble would be a great way to help a student with a disabilities need. By pairing the student with a section leader they would be able to receive much more one-to-one instruction. This pairing would also help build confidence by having another person performing the same part simultaneously.
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Valerie Terry Posts: 4
3/24/2017
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One of the strategies that I use is the letter strategy to teach the order of flats and sharps. I tell my students that the order of flats spells the word BEAD followed by Greatest Common Factor. Being middle school students they groan at the greatest common factor but the remember it. Then all they have to do to remember the order of sharps it to go backward. Another strategy I like to use is the Peer Partners. This is very helpful for students that are behind. I pair them with someone who has mastered the concept we are working on. This gives both students the ability to grow in their skill, one by learning, the other by teaching. This is especially helpful when new students are put in my beginning classes with no experience months after we started the course. These strategies are not only helpful to my students with any type of disability but all students in the class.
edited by Valerie Terry on 3/24/2017
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Shane Swezey Posts: 2
3/24/2017
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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.
I am a music teacher/therapist at a center school for students with special needs. I have many students with IND and severe OI. This makes music-making difficult for many of these students, even those who are highly engaged and motivated by music stimulus. I use a device called Beamz, which uses laser beams to detect movement. These 4 laser beams on the device are able to be tied into 4 separate midi sounds, many of which are pre-loaded into the software. Additionally, I use switches paired with a Bluetooth transmitter for those students that don't have enough mobility to move a body part through the free space where the lasers are. This allows them to use their heads (or other method) to hit the switch, which in turn activates the sound on the device. I had a class perform Hound Dog at a school concert, with students using the laser beams or switches to play sounds of the sax, guitar, drums, and shaker along with a track. They were actively making and controlling the music that was being performed!
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Terri Booth Posts: 3
3/27/2017
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The two strategies that I would choose to implement in my classroom would be Task Cards and Cubing. Using task cards would assist the students In learning key concepts of the piece as well as the history, genre and purpose of the piece. Students would be able to contrast and compare different recordings of the piece and note if the recorded ensemble adhered to the markings in the score.
Using Cubing would enable the the student to recall what they have learned in a piece. They would demonstrate their comprehension by writing three or four sentences about what they understand about the piece. They would apply the skills they have learned by performing the work and analyzing the phrasing and form . I would have them consider if the styles in the music contradict and then develop an evaluation of the piece by stating what they liked or disliked and why.
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David Dixson Posts: 3
4/3/2017
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Option 2: I use the bright link board to assist my visually impaired student. The wonderful benefit to this is, I don't have to ask her to move closer and everything is magnified on a much bigger display. On certain music theory websites, you are capable of moving through lessons with a click of the mouse. This alleviates me from having to hand write everything.
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Ron Lambert Posts: 6
4/4/2017
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- 1. I am really intrigued by the Cubing technique: I look forward to discussing the 6 sides - KCAASE (see what I did there
 ) with my visually impaired student because he will easily grasp the concept of a CUBE because I it can be represented in a tactile fashion, and due to his extensive vocabulary, he will be excited to share his ideas. - 2. I'm sure that I share a sentiment that the contemporary Secondary Music classroom employs many of the Differentiated Assignments, Mnemonic devices and Grouping Practices. I am excited about expanding my technology learning center however because SmartMusic can be used by my VI student simply by adding the click track to the record function and playback. I can also click the "my part" button to let him hear how his part fits in time with the ensemble!
--
William Ronald Lambert
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Joshua Sall Posts: 3
4/6/2017
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Option 2: We had a student with a VI disability in our band classroom. We used the school iPad to help with his vision issues. We were playing older march music that was small and difficult to read. We scanned the music and uploaded it to the App Four Score. In the App, we taught him how to take notes on the screen, how to zoom in, how to change pages, and most of the app's basic functions. He was so excited to use the app.
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Roslyn Lawson-Lee Posts: 3
4/9/2017
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Option1: For students with difficulty remembering terms specific to the class subject, I could use a graphic organizer for vocabulary terms. The students would have to write the term 6 times; the definition; a synonym; an antonym; use the word in a sentence correctly; and draw a picture to represent the word. Reviews of the term would involve the students using the terms to describe pieces of music. Differentiated instruction could be used to help students at different ability levels for sightreading music. I would use 3 levels of sightreading books - beginner; intermediate; and advanced. Assignments from each book would be given to the 3 groups with different time limits (i.e., longer for the beginners).Beginners would include students with processing disorders (i.e.,music symbols, notes, rests, etc.) Then, each group would have to perform their sightreading exercises for the teacher. Some would be for practice.Later, graded exercises would be given. At each level, I would continue to monitor their progress, give individual help, as needed, and, increase the difficulty as they became more proficient. The mastery goal would be that all students become proficient enough to perform the sightreading exercises individually, at each level.
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Stephen Johnson Posts: 3
4/26/2017
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class."
I teach band and I had a student who was born without hands. His arms grew just past his elbows. As a result of many conversations with the student and his parents, we determine that he was able to use his feet as well as some people use their hands. With that information I was able to position a trombone and a homemade stand that allowed the student to use his feet to move the trombone slide.
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Stephen Johnson Posts: 3
4/26/2017
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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.
I taught a student that was hearing impaired. In order for me to ensure that all of students understood clearly, I used a music writing program to recreate the music. I then used a projector to show the music on the screen as it was being played. The music writing program had a red dot that would follow the notes as they were being played. This provided visual support that helped improved understanding and performnces.
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Jeffrey Ackerman Posts: 2
5/4/2017
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The first strategy I use is Mnemonics Letter strategy for guitar classes and all music classes. I also use a self evaluation strategy. The mnemonics strategy helps all students but it is very beneficial for students with dyslexia as is simplifies concepts into key letters that formulate a word for the student to remember the content. I use the self evaluation for student who have a disability with writing. They are able to express to me verbally their self evaluation.
The technology I have used was for a visually impaired student. I was able to download all assignments and music to an IPAD and the student was able to change the color of the content and expand the print in order to view the material and participate along with the class.
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Samuel Shingles Posts: 4
5/5/2017
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Small Group instruction is a very powerful tool that is used often in my Choral Program. We use it a lot once new material has been introduced to support students that may need more time on task. Students that are still struggling after small group instruction are placed in Peer to Peer groups to assist the students that are still struggling with getting concepts and learning music after small group sessions.
I have also used technology to assist my students with learning their vocal parts. I have been able to find several recordings on YouTube that play specific parts for students. These recordings have helped my students with learning music without the knowledge or ability to play their parts on the piano.
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Lauren Brautigam Posts: 3
5/5/2017
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The first strategy I have used in my choral, guitar, and piano classroom is mnemonic instructions through mnemonic letters. My students easily learn the letter names on the staff by memorizing FACE and All Cows Eat Grass for spaces of the treble and bass clef and Every Good Boy Does Fine and Giraffes Bend Down For Apples for the lines. Students grasp onto these devices, allowing them to easily maneuver note identification on the staff.
The second strategy I have used in my classroom is that of peer partners. My high school students are often more willing to consult each other for help before asking me. Also, with my higher achieving students, giving them someone that they can help along the way gives them an additional task where they can feel challenged and rewarded by helping their peers.
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Elizabeth Dean Posts: 5
5/9/2017
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When I teach key signatures, I utilize Mnemonic instruction for the order of sharps at flats. The letter association of Fat Cats Go Down Alleys Eating Bacon (students come up with their own food for B) for the order of sharps at BEAD Greatest Common Factor for the order of flats has helped my students remember how to identify key signatures successfully for the last four years of my teaching career.
The second strategy I have used in my classroom is Chaining for sight reading. Instead of singing on pitch, with solfege, and correct rhythm simultaneously, I break down the tasks. After establishing a tempo, the students will count the rhythm while keeping the pulse. After establishing the key by singing a scale, I give the students the starting pitch, and then they study the excerpt using solfege handsigns. After breaking down the tasks, we put it all together!
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Nicole Bennett Posts: 4
5/14/2017
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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.
I have several "SLD" students who struggle with Solo & Ensemble. On my band website, I have created a link to a Dropbox account that has accompaniment recordings to the solos. On these recordings, I help count rests and call rehearsal numbers so that students know they are in the correct place I need the music. Now, the student can rehearse with the accompimant as many times as they'd like, wherever they are.
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Bill Reinecke Posts: 3
5/20/2017
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For the past two years, I had a young man in my Musical Keyboarding Class who was pretty severely affected by Autism. He could understand someone speaking to him but had great trouble speaking himself. He loved to play the piano. At first, it seemed like random plinking and plunking; however, he had the amazing ability to play almost anything he heard. Usually he would play the melody first. He eventually added harmonic progressions. His downfall was he had a difficult time remembering from day to day and couldn't process written music. Once he discovered how to record on his keyboard, he began recording his favorite songs. This led to the discovery that he could compose some pretty amazing tunes, and through the recording process, he was able to create longer musical pieces by combining his motifs.
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Brett Bailey Posts: 3
5/20/2017
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In this section, I have found several strategies that I already use, and a few that I could implement. I have used mnemonic devices for my entire career, as I am sure everyone has. They are particularly helpful for teaching key signatures and notes on the staff. I usually teach the students the device that I use, and have them come up with their own. Beware, they will get rather interesting! A personal favorite was a 7th grade boy who came up with this for the order of flats: "Bonquisha Eats Apples Daily Going Compton Forever."
One that I am particularly interested in using in my Music Appreciation class is the concept of Choice. I could present them with different choices for presenting information that they have learned. I will most likely use a format called Think-Tac-Toe, where students choose from a board, or even a Menu-style format of activities of varying difficulty, perhaps having to pick an "appetizer, entree, and dessert", so that expectations of rigor can still be achieved through choice.
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Jennifer Christensen Posts: 3
5/27/2017
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I am currently a graduate assistant working with concert and marching bands. One of the undergraduate students has a visual impairment and cannot see music as it is regularly printed. It may seem like a small and/or obvious technological tool, but we are able to use the copy machine to enlarge her music to a size she can more easily read.
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Michael Truhan Posts: 3
5/28/2017
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One of the most common strategies that we use in our guitar classes is Peer Grouping. Because there is not room in our schedule to have multiple levels of guitar classes, the original function of this technique was to pair beginners up with experienced students. However, the true value of Peer Grouping becomes evident when students with disabilities (visual impairments, ADHD, motor skills, etc.) can receive subtle immediate help from a peer. Students appreciate when they are corrected without the rest of the room knowing.
And, of course, mnemonic devices are practically a daily occurrence. Whether its for notes on a staff, the strings of the guitar, or key signatures, mnemonics can help ALL students memorize information. Likewise, mnemonics can be used beyond information memorization. Using words that represent rhythms helps ALL students with rhythmic literacy. One syllable words for quarter notes, two for eighth notes, and so on. I find that students even move toward improvisation skills through the use mnemonic rhythms. This year I have a student with a speech impairment in my steel drum band, so he and another student come up with mnemonic words and sounds for our rhythm reading practice as a homework assignment. The students look forward each week to see what words and sounds they are going to have to apply for new rhythm structures.
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