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Aristides salgueiro Posts: 2
12/26/2017
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Two strategies I frequently implement in my classes are Peer Partners Strategy and Mnemonic Instruction. Peer Partners allows students who grasp the musical material more quickly to assist students who may struggle a little more. If one of my students is particularly adpet at picking up a piece of music, I usually pair them off with someone who's having trouble with certain aspects of it. This helps ensure that all students have an opportunity to master the material.
I think all music instructors already use Mnemonic instruction in their classes, particularly in music theory lessons where students need to learn the names and placements of the music notes through shortcuts such as FACE and Every Good Boy Deserves Fudge (or Does Fine). This allows students, particularly those who have trouble focusing or remembering material, to have an easier time learning note names and placement that they might have otherwise struggled with.
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Brittany Smith Posts: 3
1/2/2018
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Two of the strategies that I use on a regular basis are cooperative learning and peer partners. I use cooperative learning when I ask the students to work in sections. This allows the students to isolate only the notes, rhythms, and musical concepts that are specific to their own part. This also allows an opportunity for students to ask questions in a less formal setting with less people. The second strategy is peer partners. In my choral program we have "Bigs" and "Littles." The Bigs are students who have been in the program for more than one year, and they are partnered with first-year students. I seat the Bigs with their Littles so that they are there as a consistent resource for questions throughout every class period. The pairs also spend time together outside of the classroom so that the relationship is strengthened and becomes a safe resource for questions.
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Heidi Evans Posts: 2
1/2/2018
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Choice One RE: Middle School Musical Theatre:
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.
Note: I have a student who cannot speak yet uses sign language. Therefore, the use of solfege hand signals is used to support the student’s need to connect with musical tones that the entire class practices to first learn a song for an audition. This creates UD (Universal Design) for learning.
The two teaching strategies that I choose are Tiered Lessons and Differentiated Learning.
Tiered Lessons – Preparing for an Audition
Goals: In two weeks the students will work individually or in small groups (duets, trios, or quartets) to win a role in a musical. After two weeks of practice in class, the student will use the learned tools to audition.
Instruction: “Bringing the script to life”
1. Reading aloud the lines
2. Reading aloud with expression
3. Reading aloud and in front of the class with expression
4. Reading aloud and in front of the class with expression and interaction with another (other) student(s)
5. Blocking rehearsed movement in a staging area with expression and a small group
6. Memorizing the lines and music associated with the scene
7. Performing the lines and music to the class and/or an audience.
The instructor will role model the acting, staging and singing parts to be matched by the individual student. Students will also see videos of the performance in class and use props to enhance the scene.
Differentiated Assignments – Creating a deeper understanding of the role
· Students who win the audition will be given the assignment to look up information in-depth about their character and be knowledgeable about their back story.
· Students who choose not to audition will have the responsibility to score each auditionee using the goals provided and studied during the two weeks of practice.
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Heidi Evans Posts: 2
1/2/2018
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Just joined....hopefully my message went through?.
Happy New Year!
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Susan Bazin Posts: 3
1/5/2018
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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 am fortunate to have a Piano Lab in my band room! This allows me creative adaptations to instructional goals for all students, but especially those with learning disability. In one case, the student was hearing impaired. After matching her with another student who could model the activity, hardware and technology allowed me to silence other students in their individual headphone set. In other words, they were able to hear each other's playing, but not those of the students around them. The assignment was to compose music that reflected an emotion associated with an animal. ie: aggressive forte/accents for lions vs. gentle pianissimo/legato for kitty cats. Assessment was made after rubrics were determined by the class and demonstrated through play-back of the music each group composed. This was a fun and very successful strategy for learning how music can elaborate a narrative.
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Alex Kovalsky Posts: 3
1/9/2018
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I have used reciprocal teaching which is easily implemented in a sectional rehearsal format. I also like to use peer partnering which is very helpful for students who are learning English as well as students with exceptionalities.
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Nadia Sawa Posts: 5
1/25/2018
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Students love to use their smart phones and I have found that implementing this technology in the choral classroom is a "win-win!" They get to pull their cell phones out and I encourage them to use it for an educational purpose! They think it's so cool that I allow them to use their phones in class and don't even realize the phone becomes an educational tool!
I often allow student to take pictures of their sheet music so they can view it and practice it whenever they please. I also play a pre-recorded accompaniment CD that goes with each of our songs. Students can record this accompaniment using their phones to play back and practice with at home. These accommodations are effective for all students including students who are visually impaired, deaf or hard of hearing and those who have emotional behavioral disabilities. For students with speech impairment, the teacher can slowly recite the lyrics of a song and record it using the students cell phone, so the child can practice making the sounds of each word at home. It also helps with memorizing the lyrics of our concert songs!
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Keely Werly Posts: 3
2/11/2018
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I would implement differentiated assignments. I have noticed in guitar that note-reading is very hard for many students. I could easily change most of my assignments so that all students could be successful. My high-flyers could be given more challenging note-reading assignments, and my students struggling could be given assignments that are not only simplistic, but are recognizable tunes.
I would also implement technology more for my students that are struggling with note-reading. There are many games out there that practice/drill note-reading, while making it fun. This could make it more fun and more engaging for students struggling.
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Philip Holt Posts: 3
2/24/2018
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I believe that two of the multiple strategies given in this section that can be implemented efficiently would be Mnemonic Strategies and Graphic Organizers. Using mnemonic devices can be extremely helpful for students with reading music. Using the idea of "FACE in the SPACE" is a very common one that I use. It helps with students identifying the notes in treble clef faster by using a common word. Other ideas that I use is "Call the ref, up is right and down in left." This is just an easy way to help them remember that the direction of the notes on the page direct them which way they move their hands on the keyboard. A second way strategy I could use are graphic organizers. Music uses a lot different visual cues and words that change the way they play and how they perform. I could use semantic maps to help branch from different symbols or words and use multiple ways to describe what the students should change when they see that word or symbol. They can take home these maps with them to use as study materials or use for their own practice.
One way that I use technology in my room is the use of electronic keyboards and real pianos. I balance the students to get experiences on both. But i use the multiple sounds that are on the keyboard to help the students stay more engage. When working with rhythms, I have helped a student with disabilities take away all the extra noises that come with multiple notes and make it a sound that's not pitched to help isolate the rhythms, the student quickly heard the area of inaccuracies and then practiced it on that sound until they felt comfortable. Once they had a handle on the rhythm, they than played it on the the appropriate sound and part and they fixed their parts. The other way that I use technology is listening devices. I sit down with the students have them play it, i play it, and then I have them research different people playing so that they can expose themselves to more professional sounds.
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Michele Cole Posts: 3
3/5/2018
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I use peer partners (sectional leaders) in my choral classroom. This allows students with a more advanced level of proficiency the opportunity to mentor and assist others. I also use peer partners in my piano keyboarding class. Often, I have found that having a student re-explain a concept to another is more effective than me re-instructing them.
I also use graphic organizers, particularly when learning the history behind a song. One song we are working on is "The Drinking Gourd" by Andre Thomas. I've asked the students to explain what they know about map songs and how they were used in slavery times. For my students, this has helped with their expression. I also use technology by way of Google Classroom. The songs are recorded on the class site for them to practice at home. Since their voice part is recorded, they can receive immediate feedback by hearing if they've sung it correctly or not.
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+1
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Mirta J Ramos Posts: 5
3/5/2018
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I use graphic organizers across the curriculum. With so many different graphic organizers to pick from, I can normally find one but if not I will create one that fits the lesson. This is a great for students to have a quick visual of the information needed to move forward with the lesson. During our morning tutoring group we use reciprocal teaching. I've noticed that students are more engaged when we are using this strategy. We also added a visualize part to it, students select a section of the text to illustrate and write a complete sentence describing it.
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Scott Bourne Posts: 6
3/7/2018
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I have found success with peer partner strategies. My chorus students who have difficulty with the music learn faster being able to work with a peer. Pairing up these students give the slower learner more confidence in learning their part and singing out.
I have also found that reflection strategies helps not just my slower learners but also the class as a whole. In band (this covers strategy and technology) I record our playing to get immediate feedback from my students. The ability to reflect on what they have just played helps all learners to be able to critique and correct what had just been played.
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regina register Posts: 6
3/7/2018
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One way that I have used technology in the keyboard classroom is a "Music Theory Tutor" Program. The website is free and I have had several students with slow learning disabilities to experience success in understanding music theory concepts. By allowing these students to take turns at the classroom computer, they are able to practice specific concepts(example: measuring distance of intervals) over and over until they experience mastery.
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regina register Posts: 6
3/7/2018
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Michele Cole wrote:
I use peer partners (sectional leaders) in my choral classroom. This allows students with a more advanced level of proficiency the opportunity to mentor and assist others. I also use peer partners in my piano keyboarding class. Often, I have found that having a student re-explain a concept to another is more effective than me re-instructing them.
I also use graphic organizers, particularly when learning the history behind a song. One song we are working on is "The Drinking Gourd" by Andre Thomas. I've asked the students to explain what they know about map songs and how they were used in slavery times. For my students, this has helped with their expression. I also use technology by way of Google Classroom. The songs are recorded on the class site for them to practice at home. Since their voice part is recorded, they can receive immediate feedback by hearing if they've sung it correctly or not.
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regina register Posts: 6
3/7/2018
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Michele Cole wrote:
I use peer partners (sectional leaders) in my choral classroom. This allows students with a more advanced level of proficiency the opportunity to mentor and assist others. I also use peer partners in my piano keyboarding class. Often, I have found that having a student re-explain a concept to another is more effective than me re-instructing them.
I also use graphic organizers, particularly when learning the history behind a song. One song we are working on is "The Drinking Gourd" by Andre Thomas. I've asked the students to explain what they know about map songs and how they were used in slavery times. For my students, this has helped with their expression. I also use technology by way of Google Classroom. The songs are recorded on the class site for them to practice at home. Since their voice part is recorded, they can receive immediate feedback by hearing if they've sung it correctly or not.
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regina register Posts: 6
3/7/2018
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Hi, Michele, I saw that you are using Google Classroom and uploading audio files for your students to practice. Does the Google Classroom have a limit to the number of audio files that can be uploaded during the year? I want to change over to the Google Classroom, but I post a lot of files. Let me know...Thanks! Regina
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Paul Jackson Posts: 3
3/15/2018
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I have an orchestra student with a visual impairment. It is difficult for her to read our sheet music as-is. I've used technology to enlarge music for her to read, both on a copy machine, and via computer screen. Without this enlargement, the student would have had a very difficult time reading our sheet music.
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Sarah Hoover Posts: 3
3/16/2018
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CAI (Computer Assisted Instruction) - In the general music class setting, both students with & those without disabilities can not only gain knowledge, practice existing & newly-acquired skills, but actually enjoy the computer-assisted instruction found in the Google Chrome Music Lab applications. It captures students' attention because the programs are interactive and engaging due to animation and sound. Students can make their own choices between the activities and make accomplishments at their own pace. The apps in the Chrome Music Lab are simple in coloring & design so as not to be overwhelming. Students are able to manipulate & create sounds freely. There is a component to the Lab that allows for composition which can be as simple or complex as the student-composer desires... the possibilities are endless! I have witnessed much success with this Lab in the MS general music classroom and saw the benefits of creating a "classroom forum" where students could give feedback on classmates' musical compositions.
Cooperative Learning/Grouping Practices - Much success within a performing ensemble can be discovered following practice time with small groups and then returning to whole group performance. Student-lead instrumental sectionals (in band or strings) or voice-part sectionals (in choir) increases my student participation, improves the ensemble "mood", and raises the ensemble musical achievement while the kids exercise their social skills. Cooperative learning allows students to work in small, heterogeneous groups in order to seek a common goal of mastering certain sections of songs that are troublesome. Both the students leaders and the struggling fellow students benefit from sectionals.
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Sarah Sacharski Posts: 3
3/28/2018
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My school uses a program called "Schoology." It is kind of like "Facebook," but for students, teachers, and parents. Teachers can post things like notes, calendars, handouts, and videos. Students can ask questions, join forums, and even post assignments. The possibilities are endless. I have recently started recording portions of my lectures and posting them on Schoology. This has been extremely helpful for the students (especially when they are absent), but also for my E/BD (Emotional/Behavioral Disabilites) and SLD (Specific Learning Disabilities) students. Now, they can review a lesson any time, anywhere, and at their own pace.
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Vincent Parrulli Posts: 3
3/31/2018
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In my classroom I have used the ELMO reader for a student that was visual impaired. It helped in seeing the music that was discussed as well as fingers for the chords in my guitar. He was able to stay on task.
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