5/9/2021
Topic:
Students with Disabilities
Monique Green
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I've had students that were involved in the program. Recently involved are two young ladies that are deaf and hard of hearing. They are great students, love music, and love school. It's amazing getting to know them and making sure we are communicating properly. They are now a part of the color guard section and have displayed some delays in timing within choreography. Now that we've teamed up with interpreters, have created more visual aids when giving instructions, and being more clear and intentional when using facial and body gestures. It has provided clarity for all students. Their timing has improved to a point it seems like they are truly in sync with everyone and hearing. Its a beautiful sight. They'll be getting hearing aids soon. |
5/24/2021
Topic:
Tools and Strategies
Monique Green
|
Tools & Strategies 1. This year I did not have a traditional beginning band course. Due to covid, I did not require students play any wind instruments. We focused on theory, dance (color guard flag) techniques and percussion rudiments. I often found that students were so unmotivated because this is not what they chose when signing up for the class last year. It was unpredictable, so the concept of using flags and learning rudiments was different for them. I used alot of Mnemonic Instruction. Of course in music most people are familiar with the acronyms for the lines and spaces of the staff FACE, (E)every (G)ood (B)oy (D)oes (F)ine. I had students come up with their own to help them remember the staff. I believe if they create their own phrase they'll have a better chance of remember the lines and spaces of the staff. Another form of mnemonic instruction we used was keyword strategy. I would often link new techniques to skills & keywords that they already know. For instance, the rudiment Pata-Flafla can be broken down into Pattern, Tap, Flam. All rudiments are patterns, the tap is a type of drum stroke, and the flam is one of the fundamental skills of drumming. So when teaching the Pata-Flafla, I spoke each keyword as I demonstrated it skill. Which takes me into the Tiered Lessons. Until I've scaffold/ break down each segment of the rudiment or dance technique by providing students with video aids, visual & spoken prompts, I study my students and address their needs by adjusting the complexity (so the tempo of which I have them complete the technique). I adjust their needs by adjusting the pace of instruction (so making sure to break down each skill needed to be successful at the new skill) and describing the same concept in varied ways. I adjust their needs by adjusting the structure of materials- so I don't just give them a rudiment or technique sheet. I have one with counts, one with catch phrases, one with a mixture. I also, rotate students, One day I'll work with dance students. Another I'll work with percussion. Some days I work with both so they can see how some concepts never really change- a sense of tempo, a sense of wrist control, a sense of confidence. |
5/24/2021
Topic:
Assessment of Learning
Monique Green
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I have two dear & hard of hearing students. Our school has provided interpreters to help with the communication barriers between the girls & I as well as students. However, I know if we used more signed presentations when creating our demonstration videos, this would be helped to them when practicing along with videos on their own. Another accommodation that we all would benefit from would using more Augmentative and Alternative Communication. I believe it is great to have an interpreter but at the end of the day the students are regular kids that are aware and are capable of being in tune with others, so adding more facial & hand gestures and even finger spelling would help us all learn from each other. |