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Administrator Administrator Posts: 18
4/11/2016
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Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- 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.
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Michelle McCarthy Posts: 2
4/16/2016
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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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sarah shearon-smith Posts: 2
4/22/2016
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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 several students every year that are slow in recognizing the pitches and notes that they are actually playing. This is usually in my brass group since it is air speed related. I have found an app called Bandmate Chromatic tuner that is free I use with these students. I set them up with Peers and send them two at at time with my ipad to work on the first five to ten notes. Their peer is one of the students that is being successful with hitting the specific pitches. This allows students to see the notes they are actually playing on the staff so they can change their air speed either faster or slower to make sure they are matching pitches. It has made the brass sections of my beginning band class a whole lot more successful. This is usually used for either Delayed learning or students that have a pitch discretion with hearing.
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KAREN ROMINE Posts: 4
4/25/2016
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I use technology in many different ways in my choral classroom. I use GarageBand to record accompaniment, and then I use multiple vocal tracks to record each vocal part. I can then play it for the students in the classroom; highlighting, removing, subduing parts as needed. In our sectional rehearsals, these recordings are AirPlayed to student leaders who are then able to facilitate a peer-led sectional rehearsal. I upload all of the recordings to YouTube, and then link them to our school's website. I found a free tuner/metronome/recording app that is available for both Apple and Android devices and made that known to the students so that they can check their progress and learning on an individual basis. I use an online sight-reading website that we access in class, and that the students are able to access on their own to facilitate learning of intervals and sight singing. I project music and activities on a white board to aid my students who are visually impaired, and I also allow them to use personal devices with scanned copies so that they are able to zoom in whenever needed. These accommodations help my students with behavioral disabilities, hearing and vision impairments and for those who require additional time because of either delayed learning or behavioral deficits.
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Chorus Teacher Middle/High School
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Kendall Carrier Posts: 3
4/27/2016
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I have used technology to help with a visually impaired student. Using the music writing program called Sibelius, I wrote the student's band music into a computer based program. We then transferred the music to an IPAD which allowed us to Zoom in on the notes and make them much larger and easier for the student to read. The music scrolls in real time keeping the music the need to read easy to see. It is very simple technology and since it fits on the music stand, it does not bring any extra attention to the student.
edited by Kendall Carrier on 4/27/2016
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Chris Endsley Posts: 4
5/21/2016
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Option 2: I had a student in my AP Music Theory class who had difficulty in note taking. I allowed this student to bring his iPad to class and take all of his notes on it. Additionally, he had a music writing program on it that enabled him to complete much of the notation work on the same iPad. At the same time, I encourage him to also work on traditional staff paper since that is what is required on the FRQ questions on the actual AP exam. The combination of technology and traditional hand-written work proved quite successful for this student, who is now a Vocal Performance major.
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Lisa Testa Posts: 3
5/22/2016
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
I frequently use Peer Partners strategy during my choir class. Sometimes during warm-ups they pair up to monitor breath support or posture. Each one must be the teacher and then the student. Sometimes that peer "cheerleader/coach" can coax a beautiful sound we haven't heard from the student, yet, and we all get to rejoice. This allows a weaker student to feel confidence because they stepped "out of their box" to sing with a beautiful tone or they were able to lead their "student" to a better sound.
Mnemonic instruction is fabulous for teaching key signatures and the order of sharps and flats. When they are first introduced, I give the students several Mnemonic phrases that past students have used. I also encourage the students to come up with their own. By creating their own mnemonic phrases, I find that the students who don't simply memorize key signatures can become as fast as those who do.
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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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Revae Douglas Posts: 6
4/3/2019
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I like to incorporate strategies that make learning easier for all students, but also address students with disabilities. One of the most productive strategies for this is the use of mnemonic devices. Learning key musical elements such as the reading of treble and bass clef are made easier by connecting the letter on the staff with a sentence or rhyme. I use these devices with each new topic. I also use the Peer Partner Strategy each day where stand partners assist each other in working on technical passages during the classroom setting. We work in partners as often as possible to reinforce the classroom learning.
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Benjamin Gerrard Posts: 3
4/6/2019
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I have a student in my AP Music Theory class that has learning disabilities. She often needs extra help and practice on concepts (especially aural) in order to succeed on assignments. We have used the music theory sites teoria.com and musictheory.net to supplement learning so she can have extra practice. I have also taken my students to a computer lab so they can work at their own pace. These online resources have allowed her to tier the level of difficulty according to her needs and skill level.
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Todd Leighton Posts: 3
4/28/2019
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Option 2: I have used computers to assist in helping a student with melodic and harmonic dictation in my AP Music Theory Class. The computer was a tool that was used to allow the student more time and increase his hearing spectrum for these tasks. The student is hearing impaired.
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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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Chelsey Roberts Posts: 2
3/2/2020
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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.
Two strategies that could be implemented in my classroom are cooperative learning and peer partners. By allowing students the opportunity to work in small, heterogeneous groups, more students are able to participate and contribute to the group's overall success. It allows every student to be involved without exceeding their comfort levels. Peer partners would enable students who need additional support to not feel singled out within an ensemble setting. Students who are peer partners could work together in an ensemble rehearsal setting by answering questions or demonstrating the concept being taught.
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Brad Wharton Posts: 3
4/16/2020
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There are two strategies that I use in my classroom/rehearsals. Mnemonic instruction used to aid students with processing or memorization challenges. This is used quite frequently with students when learning scalic or arpeggiated patterns.
Task Analysis is used to help students break large tasks into smaller ones. When learning a larger piece of concert music, I give students smaller chunks to learn at first, and then we chunk the smaller parts together, and then we sequence the entire piece.
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Christopher Hickey Posts: 3
2/9/2021
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One strategy I could implement in my classroom is the mnemonic devices strategy for helping students to remember concepts that are difficult to master, like note names or circle of fifths. I have some of my own that I learned from my teachers growing up, but I would be very interested to see others either from other teachers or student created ones.
Another strategy I could implement is the Guided Notes strategy. When working through Music History information, I could use guided notes to make sure that everyone is understanding the big ideas and give students a way to be actively engaged instead of just reading a paragraph.
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