12/27/2021
Topic:
Students with Disabilities
Steven Dean
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This semester I have several students with learning disabilities (primarily autism/ autism spectrum) in my percussion ensemble. My main observation is that they need each step broken down and repeated much more frequently. Instead of giving a series of tasks, each task becomes its own collection of activities. I can’t just say, “set up and practice.” Setting up has many steps to it (backpacks, chairs, instruments, sticks, ‘eyes on the board’). Then, when it’s time for practicing, even if we’ve covered a concept before, I’ll want to repeat it, go over the procedure and make sure everyone is on-board. As for their learning, I have found that my students with autism or on the spectrum are mostly able to play the same rhythms as their peers but they will require many more tries (or days) to do so. |
12/27/2021
Topic:
Tools and Strategies
Steven Dean
|
Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
- To aid the education of my autism spectrum students in my percussion ensemble I use the website Noteflight during instruction. On this site I am able to arrange my own original etudes for the students to study. Additionally, I can break each part into sections, using different colors for different notes and measures, and add instructional text as needed. For rhythm activities we will use words like “watermelon” for four 8th notes or “chicken” for two quarter notes. Being able to see the words under the notes really helps the students. If there is a section they’re struggling with, I’m able to zoom all the way in so the notes are super-sized on my projector screen. I’m also able to play the examples at varying speeds to accommodate students who prefer an auditory modality of instruction.
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12/27/2021
Topic:
Assessment of Learning
Steven Dean
|
The primary assessment for my music students is usually group performance, sometimes at a concert. I’m listening for accuracy, expression and musicianship. My students with disabilities will often play a formal or informally modified version of the assignment. I can still assess their understanding of the musical elements (pitch, timbre, tempo, rhythm, dynamics) but they do not need to play music that is as complex as another student their age but who is participating in the normative curriculum. For example, when we performed our drum cadence, one of my students who struggled with the combinations of 8th and 16th notes, instead played a modified part that only had 16th notes. I was able to assess that he was developing good sticking, steady beat, and dynamics. One on one working with me, he was able to play the patterns but playing with the group (probably due to the loudness of the activity) made it difficult for him to play exactly the right pattern. However, his simplified pattern ‘fit into’ the overall sound. Going from zero experience, I was able to assess that his skills and ability to express the fundamentals had improved. |