3/23/2017
Topic:
Students with Disabilities
Karen VanBeek
|
I have had a student that had sensory issues and was often disturbed by extreme pitch and volume. I cut the cord on an old pair of headphones and allowed him to use them as needed. It helped him tolerate the music, but it also gave him a feeling of control over his environment.
I have also had students that needed adaptive mallets and recorders with tape covering the holes. |
4/22/2017
Topic:
Tools and Strategies
Karen VanBeek
|
One strategy that I find very helpful is self evaluation and reflection. After my students have sight read a new recorder piece, we talk about which line or measure was the easiest and which was the most difficult. The students then discuss why that was the case. This helps them isolate sections that need more practice.
Although I have used graphic organizers in the past, I am going to make a point to use them more frequently and with more depth. I anticipate using them to compare and contrast musical listening examples, musical instrument characteristics, etc. |
4/22/2017
Topic:
Assessment of Learning
Karen VanBeek
|
I have a student who does not speak or sing in class, but I have found that if I allow him to come to me and answer in my ear, I can assess his knowledge as well as pitch matching.
edited by Karen VanBeek on 4/22/2017 |