4/4/2017
Topic:
Students with Disabilities
Ron Lambert
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I have the pleasure of teaching a VI student in my Symphonic Band this year. He certainly fits the bill as having one sense take over in the absence of another! his ear is astounding, his curiosity is remarkable, and his hunger for knowledge exceeds most every student in the 81-piece group. He is more mature, respectful and grateful as well. He just marched in the Disney Fantasy Parade with my marching band, fulfilling a dream and no doubt securing his confidence. I find that teaching him is EASIER than most as well. he never hesitates to ask what he doesn't know and most importantly NEVER COMPLAINS! He is punctual and prepared. I wish I had a list of accommodations to share, but his parents appreciate that I TREAT HIM LIKE A STUDENT WITH NO ACCOMMODATIONS. I expect him to learn, process and perform at the level of the other students. I ask him to listen intently to music that we are working on on Google or YouTube, but that it is an expectation of all of the kids. The fact is, he runs laps around them. I'm blessed to be his teacher! |
4/4/2017
Topic:
Tools and Strategies
Ron Lambert
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- 1. I am really intrigued by the Cubing technique: I look forward to discussing the 6 sides - KCAASE (see what I did there
 ) with my visually impaired student because he will easily grasp the concept of a CUBE because I it can be represented in a tactile fashion, and due to his extensive vocabulary, he will be excited to share his ideas. - 2. I'm sure that I share a sentiment that the contemporary Secondary Music classroom employs many of the Differentiated Assignments, Mnemonic devices and Grouping Practices. I am excited about expanding my technology learning center however because SmartMusic can be used by my VI student simply by adding the click track to the record function and playback. I can also click the "my part" button to let him hear how his part fits in time with the ensemble!
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4/4/2017
Topic:
Assessment of Learning
Ron Lambert
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
For this answer, I accessed language directly from our required reading, Accomodations.
- 1. For students with visual impairments, a functional vision and learning media assessment can be used to determine the specialized format that is right for the student. These assessments evaluate how a student accesses, or may need to learn to access, printed information using objective data on reading skills, preferred format or mode for reading, and identification of other ways the student gathers information, such as by listening
- 2. Tactile tools and materials include raised line or braille embossed number line, tactile graphic forms, geo board, manipulatives for counting and number systems, tactile and braille rulers and protractors, and clocks with braille numerals (APH, 1997; Texas School for the Blind and Visually Impaired, 2002, July 30).
- 3. As I mentioned before, Tactile Formats greatly aid students Unable to see print.
- My VI student Brandon uses tactile Braille formats (he wrote a touching letter telling me I was his favorite teacher and he loved my class the most in Braille!!!!) Refreshable braille display, Nemeth Braille Code and Tactile graphic images.
- Real objects like the Piano, Saxophone and Drumsticks are great assessment instruments because the technique displayed by the student is easily seen by the teacher. I enjoy watching his growth, and formative and summative assessments have been outstanding for him. He is at the top of the curve in my room!
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6/25/2022
Topic:
Students With Disabilities
Ron Lambert
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I once had a blind student whowas an exceptional multi instrumentalist, He could play drums, bag pipes, organ, clarinet, saxophone and could sing any pitch that he heard. His Parents were very good at supporting and developing this talent long before he came to a structured educational environment, so he was thrilled to be in my classroom where I was able to challenge him to use all of those skills to not only perform as a soloist, but to blend into ensembles both on stage, the football field and on video. As we have learned, he didn't look at his Visual impairment as a negative as the people around him often do. He loved life, loved music, and was not in anyway inhibited by his inability to see. He simply challenged everyone with his perfect pitch, constant and focused attention and joy. Accommodations that were made were braille for sheet music, focused attention from me to him using his name, and assigning buddies to help him get from place to place, and to help set up instruments for him. Aside from that, he was a highly functional and highly achieving students that often lead in a group setting. |
6/26/2022
Topic:
Tools and Strategies
Ron Lambert
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My favorite strategies and mainstays in my teaching daily, weekly and on an annual basis are Task Analysis and Chaining. Because my performance arts calendar is full of looming concert dates, evaluations and competitions, shared complex goals of all members of my class have to be broken down into a series of small pieces and put into sequence. Once those are mastered, chaining them together - building off of successes I hope to paint a broader picture of the performance, and then implement variations in the chaining process such as rehearsing from beginning segments to end segments, and then ending segments to beginning segments to create continuity rand eally tap into not only existing knowledge, but outcomes possible when solid fundamentals lead to advanced performance. A perfect example is taking off for movements of a Marching Band show and Learning the music phrase by phrase, applying written notes above the music that show how the visual phrases match up, then asking the students to reflect and evaluate their personal performance, not only executing the task of organizing their work, but applying the strategy to increase their achievement. |
6/26/2022
Topic:
Assessment of Learning
Ron Lambert
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
Again referencing my blind student who was above all a highly-achieving musician and wonderful music student, because his real time writing involved the use of braille and other alternative methods, I would often times have him perform rhythmic or scalar passages that demonstrated the expected knowledge that other fully-sighted students demonstrated on written tests. I often times would also use him to perform excerpts because he had perfect pitch, and could demonstrate examples for oral exams, expanding his confidence and their respect for his unique abilities. They worked together in an alternative fashion to meet wholly-expected outcomes! |