12/18/2019
Topic:
Tools and Strategies
Lisa Benincasa
|
In my choral classroom I always have various students with learning disabilities. I have several technologies that have become favorites of mine. When we prepare for a concert, I input accompaniments on Finale, export as MP3’s, then upload onto Audacity to record vocal tracks for each part. These are made available for students to rehearse with either through email or on my class web pages to use for enrichment. I use an online sight-reading website call The Sight Reading Project, where I can write and store my own exercises. We use this daily in class, and not only is it projected very large onto the screen, but it also has a “tracking” color that moves along with the beat, which really helps all students understand the concept of note lengths. This website also gives you the ability to put in the solfege and then remove it, thereby giving the students a chance to learn the pitches first then scaffold to the place whereby they process the sight reading without this tool once they become proficient. They are also able to access it from home. These accommodations help my students with hearing and vision impairments, behavioral deficits and processing deficits to keep up with the others in the class. |
12/18/2019
Topic:
Tools and Strategies
Lisa Benincasa
|
In my choral classroom I always have various students with learning disabilities. I have several technologies that have become favorites of mine. When we prepare for a concert, I input accompaniments on Finale, export as MP3’s, then upload onto Audacity to record vocal tracks for each part. These are made available for students to rehearse with either through email or on my class web pages to use for enrichment. I use an online sight-reading website call The Sight Reading Project, where I can write and store my own exercises. We use this daily in class, and not only is it projected very large onto the screen, but it also has a “tracking” color that moves along with the beat, which really helps all students understand the concept of note lengths. This website also gives you the ability to put in the solfege and then remove it, thereby giving the students a chance to learn the pitches first then scaffold to the place whereby they process the sight reading without this tool once they become proficient. They are also able to access it from home. These accommodations help my students with hearing and vision impairments, behavioral deficits and processing deficits to keep up with the others in the class. |
12/18/2019
Topic:
Assessment of Learning
Lisa Benincasa
|
I had a student several year ago with Down's syndrome. We were piloting a district-wide common assessment that year, and individual recorded sight reading was a part of the assessment. She would do fine if she sang with a group, but I needed to be in front of her for her to get the rhythms correct. So I let her record and only graded her for the pitches, not the rhythm. And OBTW, she aced the pitches! I was very proud of her, and so was she! |