1/15/2021
Topic:
Students with Disabilities
Cynthia Tickel
|
I have a student now who is has a thumb and short stumps for all of the rest of his fingers on one hand. We just finished using drumsticks to play rhythms. He was able to hold the drumsticks but I'm sure it would have helped him if he had an adaptive mallet or something to help him hold the sticks to play. |
2/19/2021
Topic:
Tools and Strategies
Cynthia Tickel
|
I use learning centers (in a non-Covid year) and mnemonics in my classroom. The learning centers have a wide variety of ways to practice musical concepts, and putting them in mixed groups with the high and low performing students in the same group allows the ones who need help to get help from the ones who know it, and gives the ones who know it a chance to deepen their knowledge by helping someone else. The mnemonics that I use are rhythm and solfege syllables. Anyone who comes into the class at any time can see and hear the rhythm with the rhythms syllables. The solfege syllables take longer with training their ears, but I also have a visual representation of it in "Music Town" where they can see the relationship between the solfege syllables, know who are the "copycats," and understand their intervals. When putting the solfege on the staff, we talk about how the copycats are all in a space or on a line together and how far apart their intervals are in Music Town vs. on the staff. |
2/19/2021
Topic:
Assessment of Learning
Cynthia Tickel
|
For students with difficulty in writing, if I'm assessing a rhythm concept, I have given them manipulatives to "write" the rhythm without having to put pencil to paper. For students who have problems with singing by themselves in front of other people (for various reasons), I have held that student back and let them sing just for me after their class is gone. |