7/5/2019
Topic:
Students with Disabilities
Sherri Broadway
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Over the past two years I have had the pleasure of teaching a young man that has a special breathing tube in his neck. When he first came to my classroom he was in K4, was shy, and had little confidence. I began by getting down on his level, always welcomed him with a smile, and established that our music classroom was a "safe" place in which he could express himself and explore. Over the past 2 years I have noticed a remarkable difference in him! The nurse that accompanies him throughout the day tells me that he looks forward to music all week and tells her how much he enjoys the class. Before each class I check in with his nurse to see how he is doing and to get updates on his condition. This past year I worked more on incorporating vocal warm ups and breathing exercises into my classroom. These warm ups really helped Christopher. Christopher actually began to sing so loud that he could be heard equally with the other students (where two years ago he didn't even sing). Breaking songs down into small chunks really helped Christopher and the other students as well. We would begin by saying the words slowly, then rhythmically, and then singing them on pitch. Standing or sitting by students that are vocally and rhythmically strong helped Christopher as well. Focusing on pronunciation and ending words properly was not only important for Christopher's vocal production, but for all the children as many suffer with speech issues that are often so mild they are not diagnosed. When we played instruments I made sure to clearly demonstrate the techniques and repeat reminders before we began to make music, as Christopher often tired easily. During movement activities I selected students that empathized with Christopher's situation to stand near him. Once again, I would demonstrate the movement exercises slowly in time, usually with a partner, before I expected Christopher to participate. Having Christopher's nurse with him in the classroom has been such a blessing. She has been able to educate me on his condition and give valuable feedback and advice. |
7/17/2019
Topic:
Tools and Strategies
Sherri Broadway
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Two tools that I use in my classroom are Mnemonic Letter Strategies and Task Analysis. When I am teaching recorder to my students, I begin by showing them the staff, and each note on the staff. From there I break the notes down into two groups, line notes and space notes. For each group of notes, I supply several acronyms, and tell the students to work on memorizing the one that resonates with them. When we are working as a large group, I have the students recite my basic saying, Every Good Boy Does Fine Always, while I point to a poster and finger the notes on my recorder. This way visual and auditory needs are met. I always echo play with my students as well. When we are learning a new note, I will show the students where it is at on the staff, display it on my board and poster, finger it, and then play it for the students.
When I am teaching Orff parts in my classroom, I use Task Analysis and Peer Partners. I break songs down by measures, sections, and individual instrument parts. Everyone participates and learns every part regardless of what instrument they are playing. I’ll have the students count the rhythms, clap them, or stand and step them. We sing the names of the notes on pitch and in rhythm. If the following activities up to this point have been successful, we will flip our mallets and play the measure(s) we are working on. Once the class can play the measure, we will add it to a measure, or several measures that we have already mastered. If I have several students that are struggling, I pick peer partners. While I work with one of the struggling students and circulate through the classroom the peer partners assist other students. I find peer partners work well, as the struggling student receives help immediately, and the peer partner can solidify his knowledge by teaching someone else what he/she already knows. |
7/18/2019
Topic:
Assessment of Learning
Sherri Broadway
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For the past two years I have had the privilege of working with a young man that has a special breathing tube in his neck. This of course drastically affects his speech. One accommodation that I have given him is more time to complete assignments. I spend extra time reviewing with his class and practicing concepts. When it comes time to assess his singing or playing, I allot more time for him so that he can calm his nerves, take slow, deep breaths, and be successful. I believe one assessment accommodation that could benefit this young man is a response card. For response cards I would like to make some for tempo, for example a turtle for a slow tempo and a rabbit for a fast tempo. For dynamics I could make an elephant for the students to hold when the music is loud, and a bunny for the students to hold during the soft music. This way the young man I mentioned would not even have to speak. He could hold up a response card to answer my question. I think this accommodation would boost his confidence and success level as well. |