1/5/2022
Topic:
Students with Disabilities
Elizabeth Kimbrell 3
|
A few years ago I had a student with a hearing impairment. She came to class with a sign language interpreter. Whenever the class was to echo songs, I would write the lyrics out for her to read, and of course her interpreter would also help a lot. She enjoyed playing the gathering drums, which vibrate when played, as well as touching the piano when I played it. I relied on her interpreter to give me ideas that would keep the student feeling included and able to participate. |
1/5/2022
Topic:
Tools and Strategies
Elizabeth Kimbrell 3
|
One Strategy I use, and would like to continue to use more, is Peer Partners. This is extremely helpful when my students are sitting at the xylophones. I have had students paired with students who need help finding the starting note. The student who is helping always is glad to just quietly point out the starting note to the student they are paired with. This is just one example of how peer partners can be used.
I also would like to use graphic organizers more in my class. Writing things out on a chart that could then be hung in the class for later reference could be very beneficial to many students. I already have some made for dynamics and tempo, and could use them for other musical elements as well, or to compare and constrast different types of music. |
1/5/2022
Topic:
Assessment of Learning
Elizabeth Kimbrell 3
|
Last year I had a student with a specific learning disablility (SLD) and the assessment was to imporvise a 4 beat rhythm. Most of the students in the class wrote the 4 beat rhythm on an individual dry erase board. I had this student tell me her rhythm, and I wrote it on the board for her. She still came up with the rhythm on her own, which was the goal of the assignment, but had trouble writing it out. Once I wrote it out for her, she was then able to use her rhythm in a later activity that we did in class with those improvised rhythms. |