6/21/2017
Topic:
Students with Disabilities
Maribeth Mundell
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As a long time vocal coach, I find that as of late, many of the students coming to me have disabilities! I have an adult I teach via Skype, and he needs to hear how to vocalize certain emotions within songs as he is very literal (sad-get quiet; angry get loud). Another student I had with ADD could concentrate far better on the mechanics of his singing with therapy putty and walking around the room in circles as he sang! But I work with a classroom teacher who has an ODD student (2nd grade), and we use private guitar lesson time as a classroom incentive, and in my music class if I give her a job as she comes into the classroom (handing out materials, keeping game scores on the phone, making sure everone has a mallet for xylophones) and these musical incentives seem successful. |
6/21/2017
Topic:
Tools and Strategies
Maribeth Mundell
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Option 1:
Tiered Lessons are a technique I use frequently in my K-2 self contained music instruction. Some students cannot remember or identify letters when matched to say, the xylophone, so I start with matching visuals of letter shapes to sounds and have them trace the textured letters on the bars with their fingers to make associations. I break them into mixed groups, and give them tiny bites of songs to start, and if they wish to go further, I feed them more. Sometimes I have each member play three notes of the song and move on to the next person, depending on the flow and the level of the class.
Graphic Organizers are used to line up chunks of opera plot. For example, I'll have visuals of the various scenes in the Magic Flute and students come up and arrange them in First, Next, Last order. I also have them put the characters on the good guy vs bad guy sides from just their appearance, then once music comes on, see if the music changes their minds. |
6/21/2017
Topic:
Assessment of Learning
Maribeth Mundell
|
Option 2:
I have a student with ADHD who would, in my class (and does!) benefit from additional time for focus and a separate testing location from his peers for minimal distraction. Some of my assessments include a reacting to songs heard, and headphones, and this particular student has a tough time sitting still during class, let alone when music starts! I feel for music assessment, he would benefit from the extra space and time in which to focus (not to mention a lack of peer audience!) |