4/17/2020
Topic:
Tools and Strategies
Brett Pikuritz
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
One strategy that would be very effective in the band classroom is 'peer partnering'. I use this frequently, and will continue to use it because it works great for both students involved. By designating one leadership student that is a strong musician and good communicator and pairing them with one student with a disability, that is struggling with the content, both parties benefit. The leadership student gains invaluable experience teaching the other student and solidifying their mastery of the content. Meanwhile, the student with a disability is put in a safe environment with a peer in their section that they trust, and are more likely to be vulnerable (in a good way), which facilitates them taking worthwhile risks in order to improve & achieve!
Another strategy that could be used is 'mnemonic instruction'. This is probably best used in the Music Theory classroom because of the amount of memorization needed to retain the material. Not only could you use typical acronyms such as FACE (spaces in treble clef), but the acrostic "I Don't Particularly Like Modes A Lot" [IDPLMAL] works great for teaching modes. Both acronyms & acrostics would be super helpful in teaching students with processing disabilities. This facilitates an easier way to memorize by using these clever mnemonic devices.
edited by Brett Pikuritz on 4/17/2020 |
4/17/2020
Topic:
Assessment of Learning
Brett Pikuritz
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I've had multiple students that have an accommodation giving them more time to take tests & quizzes. Notably, I had one student in my AP Music Theory class a few years ago that was allowed to have double the standard assessment time. When it came time to take the AP Music Theory Exam at the end of the year, I made it a priority to get her a second proctor to guide and supervise her during the AP Exam. She did very well, and ended up passing the exam! |
4/17/2020
Topic:
Students with Disabilities
Brett Pikuritz
|
I've had several students that were ADD/ADHD or on the spectrum. One thing that some of these students struggle with is their attention span. An effective teaching tool that I have used to keep these students engaged is 'cueing'. While listening to a euphonium player perform their playing test for me in my office, I would often times hold up my hand in the playing position and cue them by showing them the valve combination for the starting note of each respective major scale. Verbal cueing, saying, 'Yes, that's it' also goes a long way with playing tests. Sometimes even a non-verbal head nod is enough to keep students on track; this gives them the little boost of confidence they need to stay on task and finish strong! |