3/5/2019
Topic:
Students with Disabilities
Jessica Gronberg
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I have a student who is considered high functioning Autistic. I have had him as a student for the last six years in a 6-12 program. In that time, I have seen huge growth and interest but there have been a few strategies along the way that have been quite successful. As a 6th grader, he was incredibly inquisitive, so both the guidance counselor and I devised a ticket system, where he was allowed to ask 3 questions per class period , presenting me a ticket each time. Modeling and singing his part as a percussionist has been incredibly helpful as well as working one-on-one. He also has something in the classroom in case he chooses to or has a need for a fidget. |
3/7/2019
Topic:
Tools and Strategies
Jessica Gronberg
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In my classroom for AP Music Theory I have utilized the Cornell Notes or Two-Column notes for note taking. It was actually something that I was introduced to in my 9th grade science classroom in junior high. With the various concepts and music terms that are asked of students to learn I find it a wonderful way to review and be able to test oneself to put a term or important question on the left only to refer to the definition or answer on the right.
As we look at any piece of music I believer Chaining occurs. With the concept of breaking down a new piece of music into smaller steps and either adding or moving backwards as we look at music fundamentals, technical preparation and musical effect of a piece-even utilizing the STARS approach to sight reading (S-Sharps and flats in key signature and does it change; T-Time signature and tempo, and does it change: A-Articulations and Accidentals; R-difficult rhythms and multi-measure rests and S-symbols or road mapping (dynamics, etc..).
Starting from either the beginning or the end and then moving forward or backwards as material is introduced and then reviewed. |
3/7/2019
Topic:
Assessment of Learning
Jessica Gronberg
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In both band and choir classes, I have formative and summative playing/singing assessments demonstrating their understanding of various musical concepts within the musical literature we are rehearsing. Providing students who need additional time an opportunity to complete this assignment or to record their assignments to send to me as a means of not performing in front of their peers or being able to practice/rehearse until they are indeed ready for submission has been used. Of course, when students are unable to sing or play for various reasons-illness, injury, etc... they are always able to demonstrate their knowledge of the music by writing in counts or note names, fingering notes, identifying and defining key musical terms, etc... |