3/5/2021
Topic:
Students with Disabilities
Suellen Kipp
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In my twenty plus years of teaching music most of my students with disabilities have been blessed, enriched, supported, encouraged and have blossomed through participating in music class. Music sometimes reaches a place in my students with disabilities where other forms of communication and experience cannot reach. Students of all abilities are able to participate and enjoy musical activities at varying skill levels and still feel a sense of the larger group. I have seen students with disabilities excel at musical skills and surprised their classroom teachers and parents. Overall, I have seen positive reactions and responses from my students with disabilities to music class through the years. |
3/25/2021
Topic:
Tools and Strategies
Suellen Kipp
|
I like to use Acronymns, Mneumonics, phrases, sayings in the music classroom. For example, when using rhythm sticks the quote we use in our building is, "If you play before I say, I will take your instrument away". That seems to work to keep all sticks still and quiet until they are all passed out and the teacher is ready to begin. The catchy phrases help not only students with disabilities, but assists all students in remembering important information. Another example I use in class is clapping and speaking "criss cross applesauce". This is a reminder to sit in criss cross applesauce. The rhythm and word connection reminds all students to be seated quickly and quietly to put hands on their lap so we can begin. Another tool I like to use is task cards as visual cues and reminders for procedures and expectations. If students see a picture of a child sitting in criss cross applesauce it serves as a visual cue for them to sit in criss cross applesauce. I can simply show the task card after clapping and speaking the phrase to the students who need the visual cue. I also like to use a cue card of an ear for active listening. Students know that the expectation for active listening includes eyes on the teacher, voices off, ears listening because we have previously discussed and gone over the expectation for active listening. We have summed active listening up into one visual; the image of the ear to serve as a visual reminder to everyone to quickly engage in active listening when they see the task card with the ear on it. |
3/25/2021
Topic:
Assessment of Learning
Suellen Kipp
|
For student assessment of learning I have often provided additional time for students to learn the material as well as provided additional support for the student when doing vocal testing by allowing the student to sing/play with a small group, rather than singing/playing alone if they were not comfortable to sing alone for a singing/playing test. I have also assessed their knowledge of the material from the larger group rehearsal if needed, rather than having them sing/play/perform in a small group if provided them with the support they needed to be successful on the music test. I have always wanted my students to feel safe, secure, and supported in their musical endeavors, therefore I have used accommodations to support my students when assessing their progress and knowledge. |