7/27/2021
Topic:
Students with Disabilities
James
|
A student came to me with a physical disability that in which he had little to no fingers on either hand. I teach music using the World Music Drumming curriculum. My first question was if there was any kind of pain involved that would prevent him from playing drums using his hands. His answer was that there was not pain but would prefer not to use his hands as he felt uncomfortable touching the drums and worried how that would be perceived by his peers. That is a whole different discussion/blog post. While aside as my students performed ensembles student lead, he and I worked on solutions. I asked if he could hold sticks or mallets? He asked what did I mean? I quickly thought mallets. Bass steel pan mallets. The ones I have are big. I showed him. He smiled and said can I use those. He used the mallets for all the drums in all the ensembles and was able to use mallets I made for him to play the gyils and marimbas. |
7/28/2021
Topic:
Students with Disabilities
James
|
Two strategies that i have used thus far, and will continue to use frequently, is cooperative learning and peer partners. They were both effective in working with the students with disabilities in the way that the students felt non-threatened as the concept was taught through cooperative learning. Peer partners made it easier for the students to assimilate into the ensemble as their partner assisted in the development of the materials (parts) being learned. |
7/28/2021
Topic:
Students with Disabilities
James
|
I have modified assessment of skills in the music class for a student with disabilities by having the student perform part of the part with the ensemble while the ensemble performed all together. The student was able to understand when to respond during call and response of the music. The student was able to perform most of the part when the music ended the call and response and developed into samba. Though the student only played part of all the responses and part of the part as an ensemble, the student still performed the music with class and felt like a member of the ensemble. The student created the part modifications himself. |