7/20/2018
Topic:
Students with Disabilities
Deborah Shenning
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"Autumn" became a part of our chorus program as a 7th grader. She loved music and the other kids but her intellectual and physical disabilities posed a challenge. Reading music was out of the question so I printed out the words and enlarged them so that she could follow along with us. This also helped her aide : ) Autumn could sing but only in a limited range. She sang very quietly so it wasn't a big problem when she couldn't reach all of the notes. She was so nervous and excited at her first concert she was in tears. She performed with us and had a great time. I also need to brag on the class she was a part of. They welcomed and included her in every way.
The next year Autumn was back in my class with more confidence and the same big smile. I was determined extend her range and we worked together all year. During warm ups I would stand near Autumn, sing softly in her ear and tug it gently upward. This technique works with any singer struggling to match pitch. It took Autumn a few times to get used to it but once she started really singing on pitch she was hooked. Autumn could not climb up on the risers so we just always had a row on the floor in front of the risers that she was a part of. Luckily she was not very tall! |
7/30/2018
Topic:
Tools and Strategies
Deborah Shenning
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Peer Partners is an important part of my Chorus class. I place more advanced learners next to special needs students or even with kids who are just new to chorus. The advanced student is tasked with making sure their partner is keeping up with the class, correctly following the music, etc. Students who need help are often more willing to quietly ask their partner than they would be raising their hand to ask the teacher.
Mnemonic devices are invaluable when teaching students how to read music. Acronyms and acrostics help with everything from naming notes on the staff to key signatures. Most students come from elementary school with some knowledge of rhythm and names of notes. We build on this previous knowledge to teach students how to read music. |
7/30/2018
Topic:
Assessment of Learning
Deborah Shenning
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"Autumn" had a number of physical and learning disabilities but the most challenging in chorus was her impaired vision. She could not see the music because it was too small. She also struggled to follow her part in the music. Rather than sheet music, I printed out the words and enlarged them on the copy machine. When it was time for evaluation, I would enlarge "Autumn's" print and adjust the number of questions. |