4/2/2020
Topic:
Students with Disabilities
Aaron Trkovsky
|
We have several self contained ESE classes at our school. They come to music twice a week. We use the same lessons with these kids as the general ed. classes, but we regularly take longer to complete the lessons as the kids need more repetition with the various activities we do. We use visual stimuli as a regular teaching strategy to help focus and engage these students in what is being taught. One of my favorite activities is using rhythm flashcards for the students to compose their own short rhythm patterns, but supporting with verbal syllables. This activity has been beneficial in giving these students self-confidence and ownership of their musical learning. We extend this activity with having the whole class performing the patterns with rhythm sticks. With these classes we do plenty of modeling both instrumental performance, and movement activities. |
4/14/2020
Topic:
Tools and Strategies
Aaron Trkovsky
|
Tiered task cards could be used when teaching the different parts to a song from instrumental ostinatos to the form of the song.
Learning centers could be established in my classroom and arranged by the different learning styles, such as a visual center using picture cards to do an organization task. Another technology center could be established with an interactive Powerpoint or Smartboard activity. A kinesthetic performance based center could also be created. All the centers would relate to a specific objective or song being learned. |
4/16/2020
Topic:
Assessment of Learning
Aaron Trkovsky
|
Every so often I have students who are in my music class with limited verbal ability. For ongoing assessments within a lesson, I routinely have these students point to response cards, or images displayed on my Smartboard. |