5/8/2017
Topic:
Students with Disabilities
Elizabeth Dean
|
I taught a student with visual impairment from 9th grade til now (12th). The student already came in with passion for music as as well as natural abilities. He learned guitar, piano, and participated in chorus. Through the physical and aural aspects of music learning, this student was very successful in picking up all three instruments. When it came to reading music, however, we had to make accommodations for his worsening vision. The school's visually-impaired specialist enlarged all of his music, and I allowed him more time to find where we were in chorus rehearsal. Guitar and keyboard were self-directed, but in men's chorus we had a buddy system in which another student helped him find his place sooner. |
5/9/2017
Topic:
Tools and Strategies
Elizabeth Dean
|
When I teach key signatures, I utilize Mnemonic instruction for the order of sharps at flats. The letter association of Fat Cats Go Down Alleys Eating Bacon (students come up with their own food for B) for the order of sharps at BEAD Greatest Common Factor for the order of flats has helped my students remember how to identify key signatures successfully for the last four years of my teaching career.
The second strategy I have used in my classroom is Chaining for sight reading. Instead of singing on pitch, with solfege, and correct rhythm simultaneously, I break down the tasks. After establishing a tempo, the students will count the rhythm while keeping the pulse. After establishing the key by singing a scale, I give the students the starting pitch, and then they study the excerpt using solfege handsigns. After breaking down the tasks, we put it all together! |
6/15/2022
Topic:
Students with Disabilities
Elizabeth Dean
|
I had a student this past year with speech impairments. One of the assignments in our Exploring Music class was to write and perform a rap. He wrote lyrics and created his background music just like everyone else, but him performing the rapping portion was optional. He loved drawing and painting, so I let him create his own album cover for his rap. This student wasn't afraid of speaking in front of the class, and his peers were patient with him when he spoke, so I just made sure he had as many opportunities to speak as possible, so he had more opportunities to work on his speech. |
6/17/2022
Topic:
Tools and Strategies
Elizabeth Dean
|
Option 1: I incorporate multiple strategies when it comes to music literacy. Peer partners are very common, especially since I have several students who have learning disabilities like dyslexia or read at a low level. The majority of music reading occurs through task analysis: speak the rhythm, sing the rhythm on one pitch, do the solfege handsigns, sing the solfege, then put the rhythm and pitch together with handsigns. I do not use graphic organizers, but this course has inspired me to use them starting in the fall. |
6/17/2022
Topic:
Assessment of Learning
Elizabeth Dean
|
I have multiple students who have anxiety, especially when it comes to performance assessments. Singers will stand in a circle and sing, and I will walk around and listen. Sometimes the students will sing in small groups, and sometimes the students will sing into their phones at the same time and send the recording to me. |