5/24/2017
Topic:
Students with Disabilities
Michael Truhan
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I had a wonderful experience working with a child with autism for four years. His passion was for classical piano and entered his freshman year with a good working knowledge of playing, repertoire, and history. However, we did not have a piano program at the school. In an agreement with him and his family, we decided to enroll him in the band program where he would participate as a mallet percussionist. He showed some reluctance for our repertoire during marching season, but felt compelled to participate through some motivational factors. Factor 1 : support and encouragement from family, friends, and the director. Factor 2 (probably the more important) : finding a way to use repertoire that I might not normally select but still has value to all stakeholders. Something as simple as playing classical stands arrangements during football games ; ie, Mars, Beethoven's 5th, or movie theme songs. We would also allow him classical piano opportunities at our concerts. One of the most appreciated activities was setting up a baby grand piano in the auditorium lobby where he would play before concerts and during intermission. This lead to a social confidence that he was lacking a little when he came to high school. By his senior year, he developed his theory and arranging skills and put together an arrangement of Mozart's Marriage of Figaro for mallet ensemble. |
5/28/2017
Topic:
Tools and Strategies
Michael Truhan
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One of the most common strategies that we use in our guitar classes is Peer Grouping. Because there is not room in our schedule to have multiple levels of guitar classes, the original function of this technique was to pair beginners up with experienced students. However, the true value of Peer Grouping becomes evident when students with disabilities (visual impairments, ADHD, motor skills, etc.) can receive subtle immediate help from a peer. Students appreciate when they are corrected without the rest of the room knowing.
And, of course, mnemonic devices are practically a daily occurrence. Whether its for notes on a staff, the strings of the guitar, or key signatures, mnemonics can help ALL students memorize information. Likewise, mnemonics can be used beyond information memorization. Using words that represent rhythms helps ALL students with rhythmic literacy. One syllable words for quarter notes, two for eighth notes, and so on. I find that students even move toward improvisation skills through the use mnemonic rhythms. This year I have a student with a speech impairment in my steel drum band, so he and another student come up with mnemonic words and sounds for our rhythm reading practice as a homework assignment. The students look forward each week to see what words and sounds they are going to have to apply for new rhythm structures. |
5/28/2017
Topic:
Assessment of Learning
Michael Truhan
|
When we identify students in our guitar program that have limited motor skill abilities, I am purposeful in the music i assign them to prepare. They might work on a song that has only two or three chord shapes to form. Or instead of finger picking I allow them to strum. I still hold them accountable to playing music "seamlessly" in regards to tempo. They practice any accommodations with a metronome to avoid the dreaded "stop and change" in the left hand. When it comes to assessment, they are allowed to use these modifications, including a slower tempo, but their rubric still demands a smooth transition between chords or single notes. Often, I will visit the student one on one prior to an assessment and have them show me where they are in their preparation and offer any final suggestions so they keep their focus on the goal of the assessment. |