10/1/2019
Topic:
Students with Disabilities
Thomas McNair
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I received a student with a severe Brachial Plexis injury caused during childbirth. She had major nerve damage to her right arm that caused diminished movement and muscular atrophy in her right hand. She was/is a very intelligent and delightful young girl and very determined to learn a musical instrument. I tried clarinet but because of the muscular atrophy, she could not move her fingers sufficiently to cover the tone holes on the lower portion of the instrument. This injury also prevented her from playing any other woodwind. I thought of brass instruments but they all rely on the right hand/arm to use the valves or slide in the case of trombone, except the French horn. The French horn uses the left hand to manipulate the valves. She was very excited to proceed in learning the French horn. Her right arm and hand were sufficient to brace the horn against her lap and place the hand in the bell to warm the sound. She has continued her French horn studies to this day. |
10/22/2019
Topic:
Tools and Strategies
Thomas McNair
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Tool and Strategies: 1. Cooperative Learning: I would have the students break into smaller groups of like instruments/parts and have sectionals w/more experienced students guiding the group. After the more accomplished players help the students struggling with their parts to become more proficient, we break into SATB groupings and let the struggling students slowly see how their musical part fits w/in the music. This also helps with assessment as one can hear the individual players and zero in on any deficiencies and not have the student feel uncomfortable in front of a large group. Support from the other students should be paramount. Individual parts could also be altered to benefit a student or adapt to the student's abilities. After the student(s) feel reasonably comfortable, go back to large group rehearsal format.
2.Graphic Organizers (thinking maps): These would work very well in teaching the music theory/history aspect of instrumental music classes. As there are many forms of graphic organizers, one could find/choose those that are conducive for music vocabulary, notation, expressive markings, form etc. These would greatly help students to organize information and provide visual representation of aural components. |
10/22/2019
Topic:
Assessment of Learning
Thomas McNair
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Years ago I had a student that had albinism which had severely affected his vision. This was compounded with diagnosed ADHD. Besides providing preferential seating in the front row of the ensemble, use of a baseball cap to limit the glare of the classroom lights, he was provided with enlarged copies of the music on reduced glare paper and color coding for dynamic and expressive markings. His playing, sight reading and written theory assessments were done using enlarged copies coupled with extra time for the sight reading (IEP). He was also afforded opportunity for movement before the assessments. |