2/10/2021
Topic:
Students with Disabilities
Davjay1983
|
I currently have a student who is blind. I bring in my guitar and play and sing for this student. I wanted them to understand what created the sound on the guitar, so I allowed them to brush their hands on the strings, plucking each one individually. I then instructed them the pinch each one in order to understand the thickness of each string. They wanted to create music with the instrument, but were unable to make chords. I put a tambourine in their hands and they created a steady beat while I played guitar. We honestly had a lot of fun. |
2/15/2021
Topic:
Tools and Strategies
Davjay1983
|
One of the strategies I use is Peer Partners. Whenever I am teaching a piece of music that requires more movement, I will pair a student who is strong with movement with a student who may have a more difficult time (this has come in handy especially for a child with a disability). What I have found is that the two will alter certain movements that might be more difficult.
I have used differentiated instruction. I use it to teach dynamics and tempo.
Assignment 1: define dynamics and tempo
Assignment 2: identify the correct dynamic and tempo marking in a piece of music (andante, allegro, etc.)
Assignment 3: Signal to show change in dynamics and tempo (raise hands, clap the accelerando)
Assignment 4: Using body percussion, create your own crescendos, diminuendos, etc. |
2/15/2021
Topic:
Assessment of Learning
Davjay1983
|
When teaching instrument families, I have had students with hearing impairments. In order for them to be confident with which instrument was being played, I had graphic organizers with each instrument in their respective family ready for them. I also had a "buddy" sit with this student and point to each instrument as it was being performed. This student was also placed in the front of the room and I was given a voice amplifier. I have had a few students who did not respond very well to vocal instruction. When teaching solfege and kodaly hand signals, I had visuals. They found it much easier to try and copy the signals from a visual at their own pace instead of listening to me. |