5/2/2019
Topic:
Students With Disabilities
Elisabeth Crumrine
|
I had a student that was blind one year in my chorus class. Since learning purely by rote was too slow of a process, I would make recordings of this student's voice part so she could practice at home. She had a fantastic ear for pitches, but she still struggled with the text. So I started typing up the words for her para who would then put it into Braille for the student. She would read the Braille text during class and then could focus more on her singing. |
5/2/2019
Topic:
Tools And Strategies
Elisabeth Crumrine
|
Option 1:
I think that peer partners and small group sectionals are vital to my chorus classroom. I use peer partners especially with my beginning singers when introducing solfeg. I have the partners look over an example: One focuses on the solfeg syllables while the other focuses on the rhythm. After the students discuss what they see, they switch roles for the next example. I find it makes sight-reading less intimitating and gives the struggling students someone to ask questions without the embarrassment factor of asking questions in front of the entire class. I also like using small sectional rehearsal times during class. It helps foster a team mentality between the members of the same voice part, gives the students extra practice time, allows shy students to opportunity to ask questions from the smaller group, helps the section hear their part more clearly, and allows the ensemble to practice more parts at once--no one can zone out. I also go to each group to make sure there aren't mistakes that need my attention. |
5/2/2019
Topic:
Assessment of Learning
Elisabeth Crumrine
|
In my keyboard class, I give deadlines for playing tests to be completed. However, the goal is for the students to successfully grasp the concept/skill. I allow students extra time and extra practice opportunities to achieve a passing grade on their playing test. I will also allow students to retake their playing test after I explain the issue they are facing and giving them extra practice. I have also had students with broken hands--in this case, I would have the student play the bass clef, for example, with their right hand to demonstrate they have the note reading skill in the bass clef. |
5/2/2019
Topic:
Students with Disabilities
Elisabeth Crumrine
|
I had a student that was blind in my chorus. Learning music by rote is too slow and time consuming in the classroom. I started recording her vocal line so she could get extra practice at home. This helped her ear learn more quickly, however, she continued to struggle with the text. I partnered with her para and began typing up the text and the para would translate it into Braille. The student was then able to read the Braille text during rehearsals and she was extremely successful. |
5/2/2019
Topic:
Tools and Strategies
Elisabeth Crumrine
|
i like to use peer partnering and small group sectionals in my chorus classroom. I find that, especially with my beginning singers, they feel more apt to ask their partner a question than me in front of the entire class. I use this a lot while introducing solfeg. I find that having the partner to double check your answers or ask questions makes sight reading less intimitating.
I also like to use sectional rehearsal for many different reasons. It again gives the struggling student an opportunity to ask questions they don't feel comfortable asking in front of the class. It gives extra practice times for tricky sections. I also like the camaraderie that the students develop. It also helps use rehearsal time wisely--there isn't down time for a student to be off task and disengaged. |