11/13/2018
Topic:
Students with Disabilities
Keith Marks
|
I currently have a student with autism. This is my 3rd year having her in my music class. For a while in the first year, I had her use a weighted lap buddy as well as a sitting square. These helped but over time, she didn't need them anymore. She now has the opening line in our musical, which she recites very well, especially if I let her say it through the microphone. |
11/13/2018
Topic:
Assessment of Learning
Keith Marks
|
I have a few students with autism, all high-functioning. One of the ways we help them, as well as other students, is to group them into teams. Each team has a color and a representative composer. When we use rhythm sticks, the sticks themselves, as well as the containers they are in, match the colors of each group. This helps them maintain consistency. While the lessons are usually different, the order and process of doing each lessons follows the same routine each time. |
11/13/2018
Topic:
Tools and Strategies
Keith Marks
|
iPads and learning centers have worked well. Once they know which station to go to (iPads many times are one of the stations) and understand the process, they have an easier time flowing from one station to the next, while learning to use various types of technology and learning music at the same time. A few examples of iPad apps that we use are Storybots, Toka Band and various piano apps where they explore pitch, instrument sounds, composition and piano note recognition. This helps with finger dexterity and other developments. Also, peer partnering is used many times during the Rhythm Lesson for learning music vocabulary, reading and writing rhythms so they can feel more confident in this lesson. |