4/2/2019
Topic:
Tools and Strategies
Eric Elias-Rodriguez
|
(Responding to Option 1)
One of the techniques I can use in my ensembles is Cooperative Learning. By having students split up into like instruments/parts they work together to refine skills on the music they are practicing. Sometimes a specific student can be tasked with leading the group's practice, but other times leaving the "leadership" open ended encourages them all to offer opinions and feedback about their progress. Students can be encouraged that the goal of their small group is to have each member of the group be able to demonstrate proficiency on the concept/musical excerpt. In these groups, if a student has a disability, I could assign one peer in particular to be tasked with looking out for that person and working with them slowly, potentially even breaking off into a pair if needed for specific attention. Often, having the peer model the musical concept on their instrument helps them understand the information much faster than I can demonstrate on their instrument or explain verbally.
Another technique is self-evaluation and reflection. I can ask many questions in my class concerning whether the students believe their performances/demonstrations of playing ability reach the standards we aim to achieve. I also can ask them to reflect on each others' playing and "diagnose and prescribe" in order to give each other ways to improve. If a student with a disability is struggling to understand a certain musical concept, often asking them to evaluate the difference between examples and non-examples in my playing or another student's playing helps them to solidify the concept in their own mind. |
4/2/2019
Topic:
Students with Disabilities
Eric Elias-Rodriguez
|
I have had many students in the past who have had developmental disabilities that hindered their reading abilities. One student in particular had severe developmental disadvantages when it came to reading comprehension that transferred to note reading. However, with time, he could copy the parts aurally if he was surrounded by strong players. Rather than arrange seating in "rank" order by playing ability, which is standard in many ensembles, I always made sure to surround him with students who were able to play their parts so that he could learn the music aurally. |
4/2/2019
Topic:
Assessment of Learning
Eric Elias-Rodriguez
|
Responding to Option 1:
I usually administer playing tests in the middle of class. However, I have had students with anxiety disorders or developmental disorders that require either privacy or more time to complete the test (through their IEP) play their tests for me in a side room such as my office. If I know a student has an anxiety disorder in particular I have sometimes administered playing tests in pairs or trios in order to assess students individually without all attention on them. Also, if an injury or illness affects a student's ability to play, sometimes I have had them show me the fingerings, tell me note names, or sing their parts in order to demonstrate that they understand and can play their parts.
edited by Eric Elias-Rodriguez on 4/2/2019 |