11/20/2018
Topic:
Students with Disabilities
Michael Boehlein
|
I taught a group of fifth graders once with a wide range of disabilities. ranging from physical to mental disorders. Some were not verbal. I differentiated the lessons per student, and focused alot on hand-held tactile instruments that could utilize fine motor skills. A couple were able to play basic guitar songs after a couple of weeks. As a class we could 'play along' with some recorded music, playing perhaps an instrument that they could either hold and basically use as intended.
I moved to high school, in my band I had a student with severe dyslexia. Basically the student learned to play by ear, but for competitions or sight reading we did not have that option. We developed alternate makings on his music, which did take a while, but focusing on down-beats, and subdivisons. it took about a year, we used less and less markings, by his junior year he was able to play effectively at our sight reading competiton. |
11/20/2018
Topic:
Assessment of Learning
Michael Boehlein
|
I teach in a small high school band program. I had a student with dyslexia, which also caused him to have a difficult time with reading rhythms, or basic melodies in general. We began to mark his music parts with large marks that coorisponded to my motions as a director. He was able to visualize to see the motion of my hands and where that cooresponded to the notes on the page. over time, we marked his pages less and less. He eventually was able to sight-read music with-out marking his music. He still struggled without a director, but overtime was even able to ostly overcome that. |