7/28/2016
Topic:
Students with Disabilities
Lauren Benzel
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I had a deaf student in my orchestra class. She had a sign language interpreter who translated my words and instructions. I put her on the cello so that she could feel the vibrations of the music. I also put tapes on the fingerboard so that she could accurately place her fingers (since using her ear for intonation wasn't viable at least at the beginning). She sight-read well and played with intonation comparable to her hearing peers, but struggled with timing. She was always seated up front so that it was easier to keep her eye on me and stay with the beat (since she couldn't hear the other students playing). |
7/28/2016
Topic:
Tools and Strategies
Lauren Benzel
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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.
Mnemonic devices: Sentences like Every Good Boy Does Fine can be used to aid students in memorizing sequences of letters. You can also use them to paint word pictures that help the students remember vocabulary. Students with intellectual disabilities might find it helpful when memorizing all of the complex Italian words and music symbols. For example, a Grand pause is a caesura. It looks like the parallel sign in math. You could verbalize or draw a picture of a grandpa eating little ceasar's pizza with two hairs on his head (that look like the parallel sign). This visual picture would associate the three words together: Grandpa (grand pause) caesura (little ceasar's pizza) and the pictrure (two lines on his head).
Task Cards: These could be used to help students with learning disabilities. Disabled/struggling students could be paired with high-achieving students and given a task card with a problem they solve together (also differentiated instruction and small groups)
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7/28/2016
Topic:
Assessment of Learning
Lauren Benzel
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
*I give extended time to students with that accomodation on their IEP/504.
*I have printed large print assessments for at least 3 visually impaired students I've had over the years.
*I asked a 6th grade beginning chorus blind student to demonstrate accuracy of pitch through pitch echos instead of sight-reading. |