4/3/2019
Topic:
Students with Disabilities
Revae Douglas
|
I had a student who played the tuba in symphonic band and he had developmental disabilities that caused him to learn music significantly slower than other students in the ensemble. This was especially difficult when it came to marching band when he was required to not only learn his music but also learn the sets for the show. He was determined to participate. His first year he focused on the physically aspect of marching. As we spent more time, I used mediated scaffolding and built his skills until he was able to individually be able to be independent and play on his own. I begin with modeling and repetition, we incorporated movement and other physical elements. There was a lot of repeat and mimicking, nods and chants as well. The scaffolding faded until he was able to perform without any assistance. |
4/3/2019
Topic:
Students with Disabilities
Revae Douglas
|
This is a great idea! Pairing students up with other learners at different experience level often assists with improving the performance of lower performing students. I have found that this works often in building up the performance ability of my students but also instilling leadership skills of the more capable students. |
4/3/2019
Topic:
Assessment of Learning
Revae Douglas
|
One of the most comprehensive aspects of assessment in secondary music is performance assessments. A modification I have made for a number of my students with special needs is individual performance assessments. Within these assessments, students perform one-on-one for me and I get the opportunity to provide immediate feedback. After this, we address the items that can improve and then the student has the opportunity to work on it again until it get it right. This approach has worked really well with my students who have slow learning disability. The repetition and individual attention has allowed them to improve significantly. |
4/3/2019
Topic:
Assessment of Learning
Revae Douglas
|
I have found that allowing those students with anxiety the opportunity for one-on-one attention isolated from other students makes them more comfortable and allows them the opportunity to feel safe. They are more willing to perform and don't feel the pressure in performing and allows for me to assess their ability and add feedback. |
4/3/2019
Topic:
Tools and Strategies
Revae Douglas
|
I like to incorporate strategies that make learning easier for all students, but also address students with disabilities. One of the most productive strategies for this is the use of mnemonic devices. Learning key musical elements such as the reading of treble and bass clef are made easier by connecting the letter on the staff with a sentence or rhyme. I use these devices with each new topic. I also use the Peer Partner Strategy each day where stand partners assist each other in working on technical passages during the classroom setting. We work in partners as often as possible to reinforce the classroom learning. |
4/3/2019
Topic:
Tools and Strategies
Revae Douglas
|
The use of student-led learning is a great strategy that not only builds the skills of the individual student but also allows for the reinforcement and development of leadership skills. This helps with the improvement of all students within the program. |