8/9/2021
Topic:
Students with Disabilities
Harley Hendricks
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I had a D/HH student this past year in elementary music class. She could hear somewhat with hearing aids, but I could tell she was missing out on many things her classmates were hearing. I usually started out the class with group singing along with me playing the guitar for accompaniment. I asked the student if she would like to help me with the guitar and she readily agreed. I started out by having her put her hands on the body of the guitar to feel the vibrations of the different notes/chords. She became more engaged during singing time and soon could tell when chords changed. I then allowed her to strum the strings while I changed chords and she was visibly full of glee! She felt, I believe for the first time, like she was truly participating in sing along time. She started to sing along when she was feeling for vibrations and actually improved her rhythmic accuracy when she would strum along. I believe I will have her this year as well, so I'm excited to try some new ideas. |
8/9/2021
Topic:
Tools and Strategies
Harley Hendricks
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I like the examples of Cubing and Discovery Learning presented to us. When teaching instruments to young students, I plan to use the Discovery Learning example of placing the instrument in the middle of the classroom and have students answer the questions about it. The use of the different levels of questions will allow for all levels of learners to participate and contribute. I also plan to use the Cubing example when teaching a new song to younger learners as well. To me, the storytelling aspect of songs is very important and this helps the students better understand the song's story. These questions/activities will also allow for all levels of learners to achieve a level of success. |
8/10/2021
Topic:
Assessment of Learning
Harley Hendricks
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A couple of years ago I had a young student with autism. He was limited in his verbal ability and was sensitive to loud noises/music. Naturally I was a bit concerned when I was planning a unit on drumming. After speaking with his classroom teacher, we decided he would try the first day to see what happened. Well what happened was amazing! I invited him to help me introduce the drum set by hitting each drum/cymbal as I explained their function. He had a blast! His fear of loud noises apparently disappeared and gave way to his new found joy in playing drums. I then allowed him to try a few simple patterns and he just took off! He was very rhythmic in his approach and could actually keep good time. I was totally blown away by how this introverted, mostly non-verbal boy became an extroverted drummer when given the chance. He repeatedly thanked me and asked several questions about the drums in his own way (by pointing and using limited words). What was going to be a very ordinary demonstration by me of the drum set became an extraordinary demonstration by the student with his peers cheering him on. Just the simple act of including him in an activity I wasn't sure about changed the way his classmates and I viewed him in music class. |