6/15/2017
Topic:
Students with Disabilities
Amber Turcott
|
I have a student in choir with low vision.The student needs large print music, proximity seating, and extra time or visual modifications for testing. When the student came in, she did not know how to sight read music. It poses more of a challenge for her because of the length of time it takes to process the notation, and it's more challenging to see pitch relationships with the music enlarged to such a a degree. She also has some auditory issues with regard to matching pitch but she is getting to the point where she can hear and relate the auditory pitch relationships to the visual. Mainly, I just need to make sure she can see the music, knows where we are, sits close and can hear verbal cues. I also seated her with two buddies who help her stay on the right page. She also requested to perform a solo at solo/ensemble festival so she could work on her pitch and confidence. She ended up being successful and her pitch has improved dramatically from the one-on-one instruction i was able to provide. |
5/20/2023
Topic:
Students With Disabilities
Amber Turcott
|
I've taught a number of students with disabilities. One student I taught a few years ago was on the autism spectrum. While I've taught a number of students with this disability, they are all different in how they learn, communicate, and socialize. This student was very talented musically, but it was a challenge to get her to work in an ensemble setting. She would become extremely frustrated by others and sometimes lash out behaviorally if she didn't like the way the class was performing. |
5/23/2023
Topic:
Tools and Strategies
Amber Turcott
|
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
I use scaffolding often. We start with one element of the music and build on it. For example, we will read the rhythm first, then speak sol fege on the rhythm, then sing it on sol fege. Then we add the text last. Sometimes we speak the text on the rhythm only. It breaks down the whole into parts.
I also use student written reflections on assignments, particularly on concert or other performances. We base the reflection on specific criteria, so it's a guided reflection where they have to cover certain aspects of the performance (musical elements) but I also give them a chance to reflect in an open ended question. |
5/23/2023
Topic:
Assessment of Learning
Amber Turcott
|
- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
I have/had several students use extra time as an accommodation. These students may take extra time to turn in an assignment or complete a test. I taught a student who was visually impaired and required large print music, paper tests, and preferential seating. All of these benefitted the students and allowed them to master the standards. |