5/20/2017
Topic:
Students with Disabilities
Bill Reinecke
|
When working with students with ADHD,especially during block classes, they sometimes have a difficult time sitting for an entire rehearsal/class. If we are not doing any motion or moving around (just rehearsing), these students (not too many) have their own innocuous gesture they do for me, and I'll give them some acknowledgement. This tells them it's okay to stand for a moment or two, and in some cases, walk away from their seat without bothering other students. |
5/20/2017
Topic:
Tools and Strategies
Bill Reinecke
|
For the past two years, I had a young man in my Musical Keyboarding Class who was pretty severely affected by Autism. He could understand someone speaking to him but had great trouble speaking himself. He loved to play the piano. At first, it seemed like random plinking and plunking; however, he had the amazing ability to play almost anything he heard. Usually he would play the melody first. He eventually added harmonic progressions. His downfall was he had a difficult time remembering from day to day and couldn't process written music. Once he discovered how to record on his keyboard, he began recording his favorite songs. This led to the discovery that he could compose some pretty amazing tunes, and through the recording process, he was able to create longer musical pieces by combining his motifs. |
5/20/2017
Topic:
Students with Disabilities
Bill Reinecke
|
After performances with all, bands, we spend some time reflecting on that concert/performance where students are asked to speak or write about what they heard from their particular band. For beginners and students with certain disabilities,this is too large of a task. .They are asked to do a self-evaluation, and the feedback from that is designed to guide the student towards opening their listening horizons. It may be very incremental if all a student does is fixate on one specific aspect like their tone, but it seems to work as a good transition to a bigger idea. |