7/15/2020
Topic:
Students with Disabilities
Tami Williams
|
I had a student who was on the Autism spectrum. He was high functioning, but lacked social skills. He actually did very well in my class because music was his passion, it was where he felt he could express himself freely. He joined our chorus and our percussion group and excelled. Although he didn't seem to socialize with the other kids, he seemed to be completely comfortable and totally in his element in my class and during rehearsals. The other kids loved him and respected him. |
7/15/2020
Topic:
Tools and Strategies
Tami Williams
|
I am very lucky to have a Recordex in my music room. I have used projected resources from the Quaver's Marvelous World of Music Curriculum on the board. These are activities that the students can come up board and interact with. I have also created my own using Xpress. One example is when we practice animal rhythms. The students come up to the Recordex and click and drag the animals to create a rhythm. We them play and speak the rhythms on percussion instruments. Once we have done that using the animal names, the students then come back up to the Recordex and click and drag the corresponding rhythm that matches the animal name. |
7/15/2020
Topic:
Assessment of Learning
Tami Williams
|
An accommodation I made on an assessment that was successful for my SWD students was creating rhythm/note games out of classic board games after seeing my SWD students struggle with the typical pencil and paper assessment. I grouped students and had them rotate stations, but the focus was the same, note/ rest identifying and rhythm reading. The games included Don't Break the Ice, Twister, Jenga, Don't Spill the Beans and Kerplunk. Not only did my SWD students do well and have fun, but so did my general ed. students. This was a great way for me to walk around and assess them because they thought they were playing a game, when in reality, it was their assessment. |