11/29/2020
Topic:
Students with Disabilities
Brian Rorer
|
I have encountered students that are non-pitch matchers/Amusia. This can be exceptionally challenging depending on the size of the class and where the class is taking place. Due to the COVID pandemic, it has forced many of the stronger students that I have put around struggling students at home. Since we are also singing outside, it makes it even more challenging for the non-pitch matchers to hear and listen to students around them. |
11/29/2020
Topic:
Tools and Strategies
Brian Rorer
|
Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Letter Strategy - Students who struggle with Key Signatures in my classroom often use acronyms to remember the order of Flats on the Staff. Students will use BEAD Greatest Common Factor. When reading the lines for the Bass clef students will use the acronym Good Burritos Dont Fall Apart.
Differentiated Assignments - I often will give students assignments based on their readiness. For example, I use the Sight Reading Factory to assess students music literacy skills. I often will have a variety of different levels of reading. It is important to give assignments based on their current readiness so that can continue to build off of where they are. |
11/29/2020
Topic:
Assessment of Learning
Brian Rorer
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Students who have anxiety with performing alone, I have the option for submitting playing exams through Google Classroom or FlipGrid. Students recording their playing exams and submit them privately to me. |