3/25/2019
Topic:
Students with Disabilities
Amy Clark
|
I currently have a student with dyslexia. This has affected his ability to ready music. I do not allow the students to write in note names after a certain amount of time. For this student, however, I do allow it. I know that if he can write it in, he can read it - just at his own pace. |
3/25/2019
Topic:
Assessment of Learning
Amy Clark
|
I currently have a student that is physically disabled. He was in a car accident as a toddler and lost the use of his right hand/arm. I tried him on horn, but that didn't work very well due to poor pitch recognition. However, he was very energetic and became interested in percussion. He can manage all snare rhythms through eighth notes one-handed. For concert literature, I've been able to use him on bass drum, bells, suspended cymbal, sleigh bells, etc.
I also have a student that misses my class 3 days a week due to speech therapy and counseling services. Due to missing lots of practice time, she is very anxious about playing in front of others and she is in a class of 32. She is now allowed by another teacher to come in during another class period when she is done with her work and this class only has 12 students, so she is less self-conscious and successful. |
3/25/2019
Topic:
Tools and Strategies
Amy Clark
|
I always use mnemonics for learning the names of lines & spaces on the music staff. I'll give the kids the standard "Every Good Boy Does Fine." Then, I'll have them make up their own mnemonic that works for them.
I also use peer teaching and small group instruction quite a bit. When I have a student that is struggling, I'll pair them up with a strong player to help them catch up. By helping the struggling player, the strong one only reinforces their knowledge, so win-win situation. |