4/29/2021
Topic:
Students with Disabilities
Alexander Franklin
|
One of my freshmen this year has PTSD from abuse in her childhood. The trigger is loud and repetitive noises, such as fireworks, a metronome, etc. Some sounds don't bother her, such as voice setting #2 on the DB80 metronome, but using a woodblock as a metronome (for instance) causes a complete shut down, where she cannot stand, she begins to cry, and somewhat loses awareness of her surroundings. Obviously, in a HS band setting this type of trigger can occur frequently, so her and I have discussed not only which sounds trigger her but also to recognize the early warning signs. Through experimentation, we've found that the volume of the repetitive noise affects the reaction, so she will be positions further away from the sound source to lower the volume. She's experimented occasionally with earplugs, but that causes too much disruption to the quality of her flute playing that we avoid that solution. She also can be affected if the sound is unfamiliar to her or suddenly onset; exposing her to the sound beforehand in a controlled manner has proven to help. In the instance of the woodblock, the first time in class using it was her first major breakdown. I then began using different metronome methods, with each time of use becoming easier for her. |
4/29/2021
Topic:
Students with Disabilities
Alexander Franklin
|
Elizabeth Phillips wrote:
I've had a number of students with orthopedic impairments. This has never kept them from performing with our choirs pertaining to choreographed selections. We have modified choreography to allow the student to succeed and participate within their limitations. Students have been successful with improving their upper body strength through choreographed selections and have felt part of the team in all aspects of the performance.
I LOVE when cross overs happen like this; using fine arts to strengthen another area of a child's development. I frequently tell my high school students that the goal of my classes is not to have them know the year that Mozart died, but rather to know how to find out the year that he died. I use music (specifically history and theory) as a means to teach research skills and organization. The information may not be retained as well as with traditional "memorize this" methods, but the real-world application exceeds the retained specific knowledge of music history, in my opinion. |
5/3/2021
Topic:
Tools and Strategies
Alexander Franklin
|
In my band room I often employ cooperative learning in the form of small groups. Several times a year I'll split the class into differently voiced groups to work through music together; sometimes they'll have similar or the same parts, but often they have complimentary parts instead. I rotate and check in with each group, but in general I leave them to learn on their own with specific goals, such as playing music together with continuity, understanding and hearing how different parts work together, and the use of team learning in a (relatively) teacher-free environment. This also gives me a chance to see who would would potentially make a good student leader. By extension, in 2018 I started having only a chamber ensemble winter concert rather than a typical full band one; I assign every student to smaller chamber ensembles, find/arrange music for them, and generally leave them to their own devices to learn and perfect the music they have. I explain this to parents at our concert and am wholly uninvolved, which allows for their hard work to be center stage and recognized. I also use guided note-taking systems when I teach my students about music history. I make it clear from the start that they can use this page of guided notes on the quiz, so the more information and the more accurate information they write down, the better chance they have at doing well on the test later. My guided note strategy mostly involves study-guide-like questions, but I'll also often include definition areas (that I won't directly talk about, but will mention the word several times throughout the lesson, having them formulate their own definition based on context). Using a similarly tiered guided notes page has worked well with the few SWDs; it allows them to be focused on answering one question at a time based on what I'm saying, rather than being overwhelmed with lots of up front information. |
5/3/2021
Topic:
Tools and Strategies
Alexander Franklin
|
Mike Wilson wrote:
- 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.
One way I have helped one of my students with autism coup with stressful situations during testing is to allow them to complete the test lines using assessment software on computers. My students with autism have always been severely stressed when performing their test lines, or "pass-off" lines. I use a program called SmartMusic to allow those students to perform with a computer in the practice room away from other students. The students receive the benefit of being assessed on the same material as all other students, but being able to do so in a relatively stress-free environment. The computer program with give them a score based on their accuracy of their playing and give them a numeric score. I am then able to hear a recording of that performance in order to give feedback at a later time. The student is not put in stressful social situations.
I agree completely, and even extend it to non SWDs to both save time in class and reduce performance anxiety. This can't be used every time, since students need to develop confidence from playing in front of their peers by themselves, but I've (naturally) always found students to be more successful playing for a recording than in person. |
5/3/2021
Topic:
Assessment of Learning
Alexander Franklin
|
I give all of my students the option to pre-record their playing tests ahead of time; most students don't since it's more work and they'd rather just do it in class, but a few of my accommodated students really appreciate the option because it gives them as many attempts as they need to meet their satisfaction. A few days before each test is due, I also check up with all of the SWDs that usually do recordings and make sure everything is going alright; if they're struggling, we work together (and sometimes I help them record!). This is extremely beneficial to my students with extreme performance anxiety. |
5/3/2021
Topic:
Assessment of Learning
Alexander Franklin
|
Mike Wilson wrote:
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had a student that was in an accident which caused them to lose feeling in their writing hand. This orthopedic impairment made it nearly impossible for the student to complete a unit assessment which required the students to compose their own melody by hand. The student used a music notation program in order to aid them in composing their chorale. This student was able to use the notation program to create parts when they were not physically able to write out parts by hand.
I really like this; I actually go the opposite way sometimes. I teach a music technology course that uses exclusively notation software, but some of the students struggle with the computer aspect and prefer to do some of their assignments by hand. I allow this for the first several months of class; however after that they need to transition to using notation software (while being given other accommodations, such as extended time on projects, extra help from me, etc.) |