4/9/2020
Topic:
Students with Disabilities
Kristina Orsini
|
Last year, we had a beginning band class filled predominantly with 9th grade students. I had one young lady that struggled with social interactions and learning; I was one of the only classes outside of her ESE unit. After trying instruments for best sound production, she did well with clarinet. I sat her closer to me, next to a consistent peer, and supplemented a "cheat sheet" fingering chart guide to keep out while we went through the beginning book; clarinet is my primary instrument so I was also able to model and assist one-on-one as needed. We worked on using appropriate language and discussed de-escalation ideas when peers made her upset. I spoke to her gently but firmly on what was and was not allowed/tolerated. She always asked to come to my class throughout the day, often used as an incentive, and even visits me this year. We make a big impact on our students even past the content. |
4/9/2020
Topic:
Tools and Strategies
Kristina Orsini
|
1. We use Mnemonic Instruction for pitch identification for treble, bass, and alto clefs. In addition to repeatedly saying and practicing, we have an assignment where together we create a new phrase using new words. Students can remember "Fat Alley Cats Eat Garbage" more easily than FACEG for alto clef lines and students can picture cats and garbage, making a connection to something they already know to something new.
2. Graphic Organizers: We use the Frayer model graphic organizer to explain some new vocabulary. This gives a visual breakdown and many different approaches to understanding the word: Definition, Synonym/In your own words, Draw a Picture, Used in a sentence/Examples. We then take this word and put it in to application musically, for instance, learning "dynamics." |
4/9/2020
Topic:
Assessment of Learning
Kristina Orsini
|
We use technology to post our scale quizzes rather than in-class time. A couple of things: using this technology platform in every class (as we are required to) provides consistency for our students and helps them get ready for a technological society. However, some of my students need in-person setting rather than recording themselves. In these instances, I meet with students in a one-on-one basis to hear them perform and give immediate feedback on their performance.
I offer private help before/after school to all my musicians, encouraging some to sign-up for a time to help address needs heard in class prior to having an assessment. |