6/12/2017
Topic:
Students with Disabilities
Anthony D. Barfield II
|
I have a student in one of my second grade classes that could be labeled as behavioral defiant or emotional/behavioral disability. The moment he comes into Fine Arts, it seems like his agenda is to create chaos and disorder amongst the students and myself as a teacher. Even with redirection, rewards, and consequences in place, he has to be the center of attention. I did notice that one on one he is focused with the assignments given. However in a class room setting, he craves for attention in a negative way. So now when he comes to my classroom, I immediately direct him to the seat next to my desk and go over the lesson for the day with the class room. The students thinks that I am addressing him only, But I am addressing the entire classroom at the same time. Not all of my lesson plans work with him in the classroom. He seem to have a liking to rhythm and sight reading. I would let him demonstrate the harder rhythms first and the classroom would repeat it. |
5/24/2022
Topic:
Students with Disabilities
Anthony D. Barfield II
|
in 2015, I started a band program in elementary. Found a grant and was able to provide new instruments to the elementary students. While the brass and woodwinds practiced inside, the percussion practiced outside. All percussion were marching style percussion with straps and harness. I remember I student with a noticeable physical disability. It made the drum very uncomfortable for him to carry and play at the same time. But nonetheless he was determined to play the drums. I ended up placing the marching drum on a drum stand and attach it to a cart wheels. This gave the student the ability to push the cart and when it was time for him to play he would stop and play the drums. |
5/24/2022
Topic:
Tools and Strategies
Anthony D. Barfield II
|
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
With the addition of the smart boards in the classroom, I am able to utilize music programs such as finale, musictheory.net, sightreadingfactory.com, etc. I have a few students in my music world class that might not communicate effectively by speaking in front of the class or speaking to answer a question. But allowing them to come to the touch screen on the smart board and figure out the multiple choice music answer. Or allow them to be my teachers aid and let them click the button for the next answer keeps them engaged and focus even with there disability. There is an online game called wheelofnames.com that they love to play. I edited the names and put the 12 scales on it. So whatever scales it land on, they will have to say how many sharps or flat it has. |
5/24/2022
Topic:
Assessment of Learning
Anthony D. Barfield II
|
I think "evaluating fairy" is probably one of the assessments that I have to continue to keep in the forefront of my mind when grading an assignment. If I do a reflection from a music video. The expectation and direction tells the student to give a minimum of 150. So there can be some content to there thought on a particular video. I would have to keep in mind of some of my student with certain disabilities can only articulate less than 10 words. If that much. So my fair evaluation has to meet them where they are at. |