4/9/2020
Topic:
Students with Disabilities
Kelly Chisholm
|
Jennifer Haber wrote:
I currently have a student with a visual impairment. I have enlarged all of the music on a photocopier to help her see. I also allow her to sit by herself instead of with a stand partner so that she can pull up the stand as close as possible to her. I have also made mp3 recordings for her to take home so that she can play along with them when practicing. |
4/9/2020
Topic:
Students with Disabilities
Kelly Chisholm
|
My second year teaching, I had a student who was visually impaired and wanted to b in band. She was completely blind having 2 glass eyes. We talked about different instruments and I played there for her and she wanted to play trumpet. I explained how to buzz and I would let her touch my lips and feel how they were formed to make the sound then she would apply that to her lips. She made a great sound. I would make her CD's of a student playing a scale and I would say the name of the note with the valve combination and she would use that to memorize the fingerings. She sat with other trumpet players that helped her out and she had fantastic ear to hear the pitch and pick up the notes. She was one of my top players in 7th grade. I would write out the definitions of notes and they visually impaired teacher would put them in brail for me. She really loved playing and being one of the students in the band. |
5/19/2020
Topic:
Tools and Strategies
Kelly Chisholm
|
- 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.
I have used many of the different strategies in my room, peer partners is a big help. Students love to help others in fingerings for music or letting them know if the pitch is correct. Section leaders in the ensemble help others and I they know which students I allow modifications for like writing in symbols and that they are done correctly. I would like to use it more in helping with playing assessments. Students respond very well to peer partners to build a relationship and those students always know they have some to support them in a positive way to build a positive mind set.
I would like to use Cube in my ensembles. I like the way it can help kids to research on a piece of music, understand the way the composer is thinking, what is happening and understanding more than just what they play. Examples could b 1. research the composer. 2. What does the title mean and what kind of picture is the composer trying to paint in a person's mind? 3. What part has the main these and what kind of picture would you draw to go with the theme? 4. What is your part and how does your part fit in with the rest of the composition and how are you supporting the music? 5. What markings on the music tell you to play it in the style of what the composer wants?
This will have the kids have a better understanding of how a composer is a writer of music like an author is a writer of words. |
5/19/2020
Topic:
Assessment of Learning
Kelly Chisholm
|
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
I have a current student with a specific learning disability. She has a great attitude and loves band. I modified her playing tests in the beginning just her telling me the names of the notes. Then I wanted her to tell me the names of the notes while showing me the fingerings to her instruments as she does have some fine motor issues. The next step was just to play the notes- not the rhythm so she can apply each of knowledge. She had students help her if she forgot but she had a really nice should on her flute. She felt very accomplished and she could still play along with the band. Then she got to the point she could play the line alone with the correct pitch and fingerings by herself without any help. The class gave her a big cheer and she felt very accomplished and she retained the material. |