5/4/2020
Topic:
Assessment of Learning
Tosha Williams
|
I had a quadriplegic student for three years (6th-8th grade) who was confined to a wheelchair. However, this did not stop her from enjoying chorus, show choir and musical theatre to the utmost. She even performed solos at Florida Vocal Association MPA. She actively participated in the choreography by remembering every move I had taught and so she was my Dance Captain! All music tests were audible for her to reduce the amount of time spent 'writing' answers on the computer. By making her my chorus officer, she was in a leadership position and her fellow chorus members respected her. Whenever we had to carry music folders, she wanted them in her lap so that she could be a part of the set-up crew...working with her disability made including her much easier for all the other students to 'accept' her situation and not 'avoid' including her. I even had her involved in the Handbell Choir by adding specialty percussion that she would actualize with a mallet in her mouth. |
5/5/2020
Topic:
Tools and Strategies
Tosha Williams
|
I have used Peer Partners and Task Cards in my music classes. First, Peer Partners (or sectionals with leaders) - I have the students work within their sectional to learn their voice part of a new song. The section leader guides the rehearsal, has prior knowledge of the song before rehearsal and is a prominent music student. Once we have completed sectionals, I rearrange the students' seats daily so that each strong singer sits next to a weaker singer but with constant movement no one is singled out.
I have used Task Cards in Piano Class. Each student has a lesson book appropriate for their level but all students have the same Task Cards- name the key signature, name the time signature, what is the tempo marking, identify accidentals, identify musicality markings, play the piece. This way all students feel equal but are successful at their level of piano proficiency. |
5/5/2020
Topic:
Students with Disabilities
Tosha Williams
|
I have had a student who was a Quadriplegic and confined to a wheelchair. This did not impair her ability to sing/participate in chorus, show choir or the school musical. For choreography, I incorporated in the movements and formations, a fellow student(s) moving her wheelchair or partnering with her in the wheelchair. She needed no accommodations for singing tests but used a laptop for written music tests. For discussion questions, she went into another room or stayed after class to record her discussion on a voice activation system. |