4/6/2019
Topic:
Students with Disabilities
Benjamin Gerrard
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I have a saxophone student this year who is autistic and obsessive compulsive. At the beginning of the year, he would constantly yell out in class seeking attention from other students. He also would randomly get up in the middle of class and try and leave the classroom. Furthermore, due to his OCD, he would throw away his music because he wanted it to have no creases and would not write anything on his music. Strategies we used to help him in band class were to put him next to two highly motivated students who would help him curb his behavior and answer his questions without causing a distraction. I also explained why I was having him write in his music and that professional pianists (he loves classical piano) write in their music to improve performance. He still acts out at times, but these strategies along with specific explanation and instruction from myself have helped him be successful in my concert band class. |
4/6/2019
Topic:
Tools and Strategies
Benjamin Gerrard
|
I have a student in my AP Music Theory class that has learning disabilities. She often needs extra help and practice on concepts (especially aural) in order to succeed on assignments. We have used the music theory sites teoria.com and musictheory.net to supplement learning so she can have extra practice. I have also taken my students to a computer lab so they can work at their own pace. These online resources have allowed her to tier the level of difficulty according to her needs and skill level. |
4/6/2019
Topic:
Assessment of Learning
Benjamin Gerrard
|
I had a saxophone student who injured her shoulder while wrestling. Instead of having her play her excerpts from the pieces and scale tests, I had her do the fingerings with her saxophone on the side of her (she could do that with a chair under her saxophone) while singing the parts. For her scale tests, I had her say the note names and do the fingerings so I could check her understanding. |