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Kathleen Kinion Posts: 3
11/4/2018
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Option 1:
Strategy 1: Tiered strategy: this strategy will allow me to identify where each student is on a particular learning goal and be flexible enough to move them up a tier rather quickly. For example, in band, students can identify the rhythm, then notes, fingerings, etc. but I can informally assess each student and step without spending a lot of time doing so by watching and listening to the students’ responses.
Strategy 2: Grouping: grouping has and will allow me to teach critical skills necessary for instrumental music. Dividing sections up to work in their sections will help our entire band learn the music for our concerts faster and will allow those who might need more time to demonstrate their musical performance readiness.
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Keenan Ellis Posts: 3
12/28/2018
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The first strategy I implemented in my orchestra ensemble is Task Analysis. Before reading through a new piece, my students break down rhythms by counting out loud and clapping, then break down bowings and articulations by shadow bowing after clapping. Lastly, we break down the notes by identifying the key signature and added accidentals. After we have this understanding, we play through the piece, rehearse, and adjust any mistakes. The second strategy implemented is Reflection and Self-Evaluation. When my students play through an excerpt whether we are warming up, or rehearsing, I always ask them to think about their performance. What went well, and what did not go so well? From there I prompt them to change at least one aspect of their previous performance, but not only just adjust it, but to critically think about what you need to do technique-wise in order to make the adjustment successful.
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Hannah Haugen Posts: 3
1/5/2019
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I use Peer Partners (section leaders) to help other students during and after school. They teach sectionals to all kids in their section and can work with a student who may be too shy to ask me for help initially. This works very well during solo and ensemble time with freshmen students of varying ability levels.
I also use task analysis when I teach sight-reading. We start off my identifying key and time signatures and determining the form of the piece. We sizzle and finger through the excerpt and we address accidentals and tricky patterns/passages. Once we have completed those steps, we play through the piece. After performing it, I call on students to discuss issues and problems they heard while playing. That's also reflecting both on the ensemble and on themselves which is another strategy used in my classroom.
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Riley Batts Posts: 3
1/7/2019
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The first strategy that I could implement in my middle school music classroom would be peer partners. This can and has helped a lot of my students in the past that were struggling with the music. My section leaders were always there to help them and even sometimes assigned other peers to help them from their section that were strong singers/players.
The second strategy that I have implemented is mnemonics. When I teach students how to read music in both bass and treble clef I always have them make up their own acronym for the spaces and lines. This year, a student has always remembered her treble clef lines using: Every Giraffe Bites Dirty Feet. Weird, but it works for her!
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Ross McCarthy Posts: 3
1/9/2019
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I had a student with a learning disability and would only focus with a screen in front of them. I utilized rhythm apps to help at the beginning of the year to teach rhythms and naming notes. When it came time to playing he used smart music on the iPad on his music stand and kept up using that instead of the book.
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Francis Bermudez Posts: 3
1/12/2019
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I use mnemonics when teaching students the staff and order of flats and sharps. (Empty Garbage Before Dad Flips). I use peer partners every morning by having older students tutor/give lessons to younger students.
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CMcCarthy Posts: 4
2/5/2019
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I use mnemonic devices such as the Letter Strategy to assist students with learning disabilities learn the strategy for sightreading. S.T.A.R.S. is the acronym to represent the words: Sharps/ Flats, Time Signature, Accidentals, Rhythms, Symbols.
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CMcCarthy Posts: 4
2/5/2019
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I have used iPad technology to assist some of my keyboarding students with learning challenges> I create a video of myself playing the keyboard- showing the correct fingering while giving verbal instructions specifically related to the hand position on the video. I play the video for the class while they are seated at their keyboard (with headphones on) and they can practice while they are watching. I can circulate to each student and physically manipulate their hands to assist them in attaining the correct fingerings and monitor their progress.
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Stacey Havill Posts: 2
2/8/2019
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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 way I have used technology is with my playing tests. I use iPads and Schoology to assign playing tests and allow all of my students to record their test on one of the school iPads in a practice room. This allows them to have a private space, without an audience, to record their playing test for me. Alternatively, they can use their own device and record themselves at home. I have a few students who love the ability to be in their safe space (their room) and show me their best recording. I have found that my students with disabilities perform at a much higher level with this technology than when I would ask them to do a playing test in the main room with the rest of the class present.
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Annabelle Robinson Posts: 3
2/17/2019
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I use grouping when allowing students to work in sectionals. Typically, I'll use two section leaders to lead the group. One leader will run the sectional and the second will walk around and help individuals with fingerings, rhythms, etc.
I like the idea of using task cards to have students share their knowledge at different abilities. A good starting point would be to have students identify which instruments are playing the melody throughout the piece we're studying. The next step from there would be to have students either identify how the feel of the music changes as the melody is played by different instruments. They could either describe different feelings with words, show pictures that identify with each section of the piece, or they could draw pictures.
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Jonathan Peters Posts: 3
2/21/2019
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Option 1-
One strategy that I use is Extra Time through the use of outside of class sectionals and rehearsals. This allows the students more time to learn their individual parts than just using class time. Another strategy that I use is that I Vary the Level of Complexity through my choices in literature that I choose for my ensemble to rehearse and perform. I do this based on the varying ability levels of each student within each section of the band and then choose appropriate literature that matches the strengths and weaknesses of the different sections within the band.
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Lily Hartzog Posts: 3
2/22/2019
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Option 1-
1. I could use task cards when practicing rhythmic sight reading. My chorus is made up of 6th, 7th, and 8th graders all in one class. My 8th graders are much more advanced at sight reading. If I used task cards, I could give them options on levels to choose from to work on. This will help students become confident where they are at in the sight reading process.
2. Peer teaching- When I want my students to begin making progress in sight reading, I can use peer teaching to group them so that those struggling can begin working towards success with the help of a partner. The more confident reader would become better by the use of teaching their own skills.
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Renee Cartee Posts: 5
3/1/2019
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Option 1
1. I use Peer teaching when students are playing solos or phrases for a piece of music in band or recorder group. Pairing students in the section up where they will be most successful will increase their fluency in music reading and confidence overall. I also have section leaders do section work while I do either individual or small group work.
2. Mnemonics is an often go to for me because students in my classes love having something to remember. Repeating these often supports students who need the frequent reminders and help with memory, including musicle memory when it includes small movements.
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Martha Leander Posts: 3
3/4/2019
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I use Chaining when learning a new piece. I start (often) at the end, to work on notes, intonation, counting and expression. Then, repeatedly go a little farther towards the beginning, to see if they remember fingerings and counting. With a particularly difficult passage, I will use a few measures, or sometimes, one measure. It teaches the skills of listening, watching and playing together. It becomes a challenge for all the kids (various ability levels) to see how many measures they can play without errors. The repetition is good learning, and this develops patience, and the understanding of how to truly practice when they are doing it on their own.
I also use Peer teaching quite often. This brings so many positive aspects to my classroom. The students take more initiative, and feel more responsible about whatever it is they are working on. They have stated to me, the fact that they need to make sure they know how to play a selection, before they work with a classmate on the selection. This sense of ownership is very empowering for them. I find the social climate of the classroom also improves when they are working together to reach a common goal, led by members of the group. This is also an excellent way for each of them to use their own individual strengths, and gain a sense of pride being able to recognize that strength, and have it recognized by others. I have also seen evidence of increased empathy and understanding between the students - dealing with different achievement levels and ability levels
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Jessica Gronberg Posts: 3
3/7/2019
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In my classroom for AP Music Theory I have utilized the Cornell Notes or Two-Column notes for note taking. It was actually something that I was introduced to in my 9th grade science classroom in junior high. With the various concepts and music terms that are asked of students to learn I find it a wonderful way to review and be able to test oneself to put a term or important question on the left only to refer to the definition or answer on the right.
As we look at any piece of music I believer Chaining occurs. With the concept of breaking down a new piece of music into smaller steps and either adding or moving backwards as we look at music fundamentals, technical preparation and musical effect of a piece-even utilizing the STARS approach to sight reading (S-Sharps and flats in key signature and does it change; T-Time signature and tempo, and does it change: A-Articulations and Accidentals; R-difficult rhythms and multi-measure rests and S-symbols or road mapping (dynamics, etc..).
Starting from either the beginning or the end and then moving forward or backwards as material is introduced and then reviewed.
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Raymond Lay Posts: 3
3/11/2019
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I have taught a non-verbal student with cerebral palsy in my Exploring Music class. Now he was very proficient with the I-Pad which all of our students are given at the beginning of each year. I was able to use www.muscitheory.net and Quaver’s Marvelous World of Music to help me communicate with him as well as instruct, assess, and reevaluate his progress. Utilizing these programs, and a few others, he was able to create, notate, and analyze music.
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Nancy Andrews Posts: 7
3/11/2019
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I have a student who is blind is a 4th grade music class. She is very well behaved and joins in as much as she can. She has a full time one on one aide that is with her. I know that for her regular classroom work, they are working with someone who translates a lot of her material into braille for the teacher. Does anyone know if they have a braille for music notes as well? So far I've just been having her "echo" instead of actually reading the sightreading I do with other students.
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Matthew Clear Posts: 3
3/14/2019
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While using smart music, students in my classroom were able to receive immediate feedback and learning support online. Smart music logged student progress and monitored the increments at which the student progressed in learning music in the choir classroom. A specific student was on H/H Hospital Homebound and was able to still make progress in the class.
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Sarah O'Kelly Posts: 4
3/19/2019
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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.
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Sarah O'Kelly Posts: 4
3/19/2019
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- Cornell notes: My students already keep a notebook for their chorus class to complete their "bell work" assignments that are centered around vocabulary, symbols, notation, ear training, discussion of the pieces they are working on, and many other objectives addressed throughout the school year. I could implement Cornell notes into this notebook to help streamline their vocabulary and information that is presented about new pieces of music. This would make the content more accessible for individual review and informal peer "quizzing" in class.
- Task analysis: In beginning chorus classes building the foundation for sight singing can be cumbersome. Laying out a task analysis for the process can be easily implemented to make sight singing a methodical practice that students of varying abilities may address one step at a time. Students with disability needs would benefit from this because it is a concrete, step-by-step approach to a sometimes overwhelming task.
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