2/22/2019
Topic:
Students with Disabilities
Martha Leander
|
This year I had a student who is visually impaired in my piano/guitar class. He loves music, and has a good ear for it. He was not able to read the hand-outs, or music books I use with the class. He was so motivated to play, and I didn't want him frustrated because he couldn't see the notes like the other students. I got one copy enlarged, so he could see them. I also put music on a flash drive that he could listen to, and discuss the chord structure (which we were learning) He had a magnifying glass, to see the keys better on the piano. For the guitar, I again enlarged the chord sheet, and gave him the extra time he needed to get his hands in the correct position. He started playing by ear, and improvising (where vision was not as essential, but his music was great!) He really enjoyed the class, and I feel like he was able to reach his potential regardless of impaired vision. |
3/4/2019
Topic:
Tools and Strategies
Martha Leander
|
I use Chaining when learning a new piece. I start (often) at the end, to work on notes, intonation, counting and expression. Then, repeatedly go a little farther towards the beginning, to see if they remember fingerings and counting. With a particularly difficult passage, I will use a few measures, or sometimes, one measure. It teaches the skills of listening, watching and playing together. It becomes a challenge for all the kids (various ability levels) to see how many measures they can play without errors. The repetition is good learning, and this develops patience, and the understanding of how to truly practice when they are doing it on their own.
I also use Peer teaching quite often. This brings so many positive aspects to my classroom. The students take more initiative, and feel more responsible about whatever it is they are working on. They have stated to me, the fact that they need to make sure they know how to play a selection, before they work with a classmate on the selection. This sense of ownership is very empowering for them. I find the social climate of the classroom also improves when they are working together to reach a common goal, led by members of the group. This is also an excellent way for each of them to use their own individual strengths, and gain a sense of pride being able to recognize that strength, and have it recognized by others. I have also seen evidence of increased empathy and understanding between the students - dealing with different achievement levels and ability levels |
3/4/2019
Topic:
Students with Disabilities
Martha Leander
|
I had a cello player with a hearing impairment. This made it extremely difficult for her to play her cello in tune. I used many visual cues for her on her instrument and music. We had stripes on her fingerboard and practiced very often together on where to visually place her fingers. we also used electronic tuners, so she could see the green light when she was in tune. This created muscle memory to help her know where to put her fingers. I used Peer teaching, where she did some of these activities with others in her cello section. They would help her fix the tonality that she could not hear. This was a very positive experience for all involved. We also marked her music in spots that were especially difficult to stay in tune. |