10/25/2021
Topic:
Students with Disabilities
Sophia ONeill
|
Two years ago, I had a student that was deaf. This disability affected the student's learning in my class, as music is a largely auditory experience. To help be able to help this student learn, I worked with with the assistant who would sign for her and I would always provide visuals for the student to look at. I also made a point of trying to learn certain sign language gestures as well as sign words with the ASL alphabet in order to directly communicate with the student just as I would with any other student. The interpreter and I also worked together during the pandemic to create side by side videos with ASL for the student to have full access to my virtual classroom. When teaching ukulele to the student, I had her feel the vibrations that the instrument would make in order for her to "feel" the sounds. |
10/25/2021
Topic:
Tools and Strategies
Sophia ONeill
|
Two strategies that I could use in my classroom would be the use of graphic organizers and learning centers. I could use story maps for students to follow along to music to provide a concrete framework and provide a visual for the students to better comprehend the structure of the music. I could use learning centers to have the students interact with various level s of activities in relation to rhythm based in a differentiated way to meet the varying levels of need of my students. I have used technology to provide students with captions and visuals for my students that were deaf or hard of hearing, which helped them visualize music and follow along with the words that were on the board in order to sign them. |
10/25/2021
Topic:
Assessment of Learning
Sophia ONeill
|
One example of an adaptive assessment I have successfully used in my fine arts classroom for a student who was missing part of a finger was to allow the student to use different fingerings when playing the recorder. |