10/19/2018
Topic:
Students with Disabilities
NIKKI KEMP
|
I have always taught early childhood music. Many years ago, I had a 1st Grade autistic student that was amazing in music. Though her cognitive and executive functioning skills were completely lacking, she was able to teach herself to read music, play piano, and had perfect relative pitch. Having her in music class was a joy, and a challenge, because while she was leaps and bounds ahead of the rest of the class musically, she was far behind in many other ways. Accommodations for her included being close to instruction, peer guidance, and frequent checks for understanding. Modifications for instruction to her included assigning her more elaborate ostinati to play, modeling singing techniques for the class, and giving her opportunities to read musical notation. |
10/19/2018
Topic:
Tools and Strategies
NIKKI KEMP
|
Option 1: Two strategies I can implement in my classroom are chaining and learning stations. I have many students this year with speech and language issues. Chaining will help with sequencing, learning lyrics, chants, and rhythm skills. Learning stations will create student-centered learning, and connect me better with students that have individual needs, while allowing other students to take charge of their learning. It's a golden opportunity for differentiated learning in music class. |
10/19/2018
Topic:
Assessment of Learning
NIKKI KEMP
|
Option 1. I had a student with limited use of his hands. When doing rhythmic notation, I allowed him to use manipulatives to iconically represent the written rhythms. He was able to correctly indicate his understanding of the rhythms through both aural and visual means. |