3/27/2019
Topic:
Students with Disabilities
Helene Franco
|
I have a student in my orchestra class with autism. He plays the violin and I have him paired with another student on the front row to help him with reading the music literature because every now and then this student falls off track.The student complies at all my directions, but every now and then just shuts down. When he shuts down, I have him record the music we are playing. Then, as a class, we ask him to play the music for us as it provides feedback for the orchestra class. He feels very important and looks forward to this activity. When he does well in the classroom, I reward him by letting him play the piano because he is fantastic and loves playing the instrument. He has no behavior issues and gets along with many of the students in the classroom. I think he has made substantial gains in class, enjoys playing and socially gets along with many of the students in the classroom. |
3/27/2019
Topic:
Tools and Strategies
Helene Franco
|
I use "schoology" in my classrooms. As a classroom, we can have a discussion or I can give assignments such as playing tests. The students record their playing and I can grade and give them feedback immediately. Mnemonics is used more frequently in my guitar and orchestra classes. |
3/27/2019
Topic:
Assessment of Learning
Helene Franco
|
In my guitar classes, I always give more time for students to complete their tests, whether it is a playing test or a written test. In my orchestra classes, I have my students at the end of the week give themselves a evaluation of their performance abilities in the areas of note reading and rhythm reading. I give them points for turning in the paper. My students get graded on performance skills performing in small groups of their choice and must complete assigned music passages and or scales. Students with disabilities are allowed more time to complete music playing. |