3/16/2021
Topic:
Students with Disabilities
Jessica Floyd
|
In previous years I have had a student with severe autism, he struggled with becoming overwhelmed by too much stimulus. We worked together to simplify movements such as strumming patterns, so that he would strum a whole note while everyone else strummed a specific rhythmic pattern. This allowed him to continue to count with the other students, and change chords in time, while continuing to contribute to the music making process. We also adjusted chords, to omit certain strings, or only play the root of the chord (like a bass line), this helped set attainable expectations that he could continue to grow on in the future. |
3/16/2021
Topic:
Assessment of Learning
Jessica Floyd
|
For students with learning disabilities, or poor fine motor function, performing assessments may be broken down into sections, where the student must be able to demonstrate the rhythm through counting, the melody line through "up/down, skip/step, or letter name", and student must be able to identify fretboard positions for notes. |
3/16/2021
Topic:
Tools and Strategies
Jessica Floyd
|
Peer Partners Strategies are implemented in all classes, both piano and guitar. Students have shoulder partners/ or practice buddies that they are accountable to when they review what sections should be practiced, how they practice, keeping each other on task, and summarizing the things they have learned through practice. Partners then combine into groups of 4 and demonstrate their progress for each other. This task works well for all students, not just students with disabilities, but allows all students to learn from one another, and fosters relationships between classmates.
Mnemonic devices are used in class to help remember things like, string names Eddie Ate Dynamite Good Bye Eddie, note names FACE, Every Good Boy Does Fine, order of flats, order of sharps, etc. |