2/17/2019
Topic:
Tools and Strategies
Annabelle Robinson
|
I use grouping when allowing students to work in sectionals. Typically, I'll use two section leaders to lead the group. One leader will run the sectional and the second will walk around and help individuals with fingerings, rhythms, etc.
I like the idea of using task cards to have students share their knowledge at different abilities. A good starting point would be to have students identify which instruments are playing the melody throughout the piece we're studying. The next step from there would be to have students either identify how the feel of the music changes as the melody is played by different instruments. They could either describe different feelings with words, show pictures that identify with each section of the piece, or they could draw pictures. |
2/17/2019
Topic:
Students with Disabilities
Annabelle Robinson
|
I had a student in my orchestra with Down syndrome. He could only play open strings. I rewrote his music to fit the rhythms of his section but only had him play on open strings that went with chords. I assigned two students to work with him on both sides and they helped him to stay with the ensemble. He really enjoyed the class and the students enjoyed having him as part of the group. |
2/17/2019
Topic:
Assessment of Learning
Annabelle Robinson
|
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
I have several students with learning disabilities where they require more time to complete tasks. We have several ensembles in the program, so I place students into the appropriate ensemble based on their ability levels. Typically these students perform with the ensembles that perform the easiest music. |