4/5/2022
Topic:
Students with Disabilities
Veronica Johnson
|
I teach Handbells and Chorus, and in handbells I had a student who was deaf in the left ear, but had hearing in the right ear. Further this young man did not make many vocal sounds, though he is capable of speech. One tool that we heavily rely on is being able to see the mouth as we watch, feel, and learn. Because of Covid, and the use of masks, it made it increasingly difficult in terms of communication. Imagine that in terms of learning and explanation of learning to read music, since all students start with the basics, it was extremely difficult because this student was first learning from home. When the students learned from home, I used technology to help me with visual aides such as Power Point, and YouTube presentations, requesting that anything that was sound based required for my student to be next to his speaker so he could listen with the stronger ear, as well as feel any vibrations. During that time we learned the basics of notation in distance learning. When we returned to school, even though I worked to speak clearly, the first step for me to address any deficit in hearing was to be certain that I used an audio assisted device, which was powered through the overhead speakers in the classroom.
Coming back to school was a vast improvement over being at home learning through a computer and an external speaker. However, it was like starting over because when I gave a preliminary assessment, I realized how little was retained from the previous year. What I knew was that this young man very much enjoyed music, so it became my goal to share it with him in a way that he could learn, experience and make music to a level of success that was fulfilling for him as well as learning the standards of music in Handbells. This young man had a difficult time in actually processing the information, whether it was written, spoken or demonstrated. There is some aspect of basic memorization in the beginning. So I had to cover very small chunks of the information, giving almost a one on one lesson while others worked at their various paces in class. Not simply memorizing the letter names of the notes, but actually placing the notes on the staff, identification and using videos with closed captions to reinforce the learning helped somewhat. In terms of the time element of music, rhythm was most difficult. The sound of a handbell if the pitch was too high, would be difficult to hear and feel the vibrations. This young man's parent did not wish to have any input from a speech therapist or an audiologist, which I found extremely difficult to work with. Ringing a lower bell created a greater vibration. I demonstrated first, he mimicked what I demonstrated, and then we did exercises in music together as he mirrored what I did, and then I paired him with a student who rang the same part so that he could experience some success in terms of performance.
This student is able to enjoy playing handbells in class, and has performed at least three times with the entire group. Being a part of a team is important because there is so much to be learned from others who play together, from being able to watch the performance afterwards and discuss, and working on new music for future performances. This young man does not contribute verbally, and my concern is that if he is not prompted to do so on a regular basis, he will become extremely withdrawn from his peers. His homework is always complete, and he reads on level in his core subjects, but his interaction is little to none. My communication is music, vibration, demonstration and working together. I made several attempts to move this young man into a class that was in a smaller group, and that moved at a more workable pace, but again, the parent did not want to have his schedule changed for fear that he would lose friends. The problem is that he does not interact with others, and I believe that the parent has actually interfered with this young man's success by not allowing a schedule change where he might develop closer partnerships in working together, but also be able to function with less extraneous noises. He wants to please... and I want for his continued success. He will say, "Did I do good?" I always find some positive feedback, as well as encouragement for him to continue working on his parts as well as in his communication overall. |
4/5/2022
Topic:
Students with Disabilities
Veronica Johnson
|
I had a few typos, but the edit function did not work, so please excuse my errors! |
4/6/2022
Topic:
Tools and Strategies
Veronica Johnson
|
In my Chorus and Handbell classroom I find that Differentiated Assignments work well for students with various disabilities. Smaller groups that work in rotation enable me to work with the needs of students with disabilities so they do not feel alone, but supported by peers, as well as receiving very personal attention in instruction. Doing this in small increments helps to establish a rapport with the students and helps to build confidence. Scaffolding in that smaller group is particularly helpful because the student builds confidence in having my support and the support of others, and in receiving that support, they gradually feel stronger in learning the skills. Rhythm work is particularly enhanced in this way, as I can gradually allow the students in that small group to establish a knowledge base so that they may gradually work independently. As I watch, positive feedback to further encourage the student is necessary. Allowing students to work in a series of groups will keep the students motivated, and feeling challenged as they learn new techniques. One of the most rewarding experiences in a group rotation is when students can experiment by creating sound and rhythms together in their small groups. The fun part is in the creation of (improvisation) of music, practice of playing the bells, and the feeling that everyone is contributing in their own special way. An educational "Round Robin" is what I like to call this experience.
Another technique I like to use is peer guided instruction. Because I have multiple achievement levels in some classes, I utilize the learned skills of students who have achieved a certain level of mastery to assist with students. It is important for students with disabilities (as it is with all children) to be able to develop a relationship with their peers. Moreover, learning from a variety of sources is helpful. I have a student who is looking forward to becoming a music education teacher. That student has the desire to help others to learn, and is patient and kind when he is working with students. This is a win-win situation because sometimes the voice of a peer carries a sense of belonging and a desire to model and receive a response to that modeling. As the students work in their different groups, I visit each group and monitor what is being practiced so that I might make corrections if needed and also give support and feedback along the way.
I also like to use technology to reinforce what I have taught in the large groups, and in the differentiated groups. For example, if we are learning a selection of music, now that the students have been on a series of learning experiences, an important part of learning performance is to listen to a performance. I will search on the computer, which is audio enhanced, using the LCD projector, and show a performance of the selected song being performed by a group of people, preferably in the same age group, so that they can follow their music, mimic the motions of ringing the bells, or even hearing a chorus part amongst the other parts, so they realize that there is an end goal, and that they can look forward to experiencing themselves. I find that watching the performance first is very rewarding and a good experience because it supports the discipline being taught while seeing the final project. Further it encourages input from the students, and the ability to take ownership in the learning process. Then Secondly I will play the performance again, and have the students to follow in their music as the video is being played. There is so much to be learned from watching performances in terms of every element of music, and the actual response that the students witness from those in the audience. Also, the assessment tool that can be used In conjunction with technology through the use of games, like "Kahoots." Students get so excited, and even if it is just a short exercise, it reinforces learning, and often times demonstrates the level of understanding so that we teach, and reteach if necessary. The ultimate assessment is the final performance, with one of the most enjoyable and beneficial times being the reflection on the days following the performance. Group discussions are important, so that we are able to use the acquired knowledge in moving on to the next levels in performance. |
4/6/2022
Topic:
Assessment of Learning
Veronica Johnson
|
In a class that is performance based, it is important that there are assessments along the way to be sure that what is being practiced is reflective of what has been taught. One way that I like to give students an opportunity to demonstrate their knowledge and experience is in giving a child the opportunity to express what they have learned in a very personal way, which is in a simple "Flip Grid" video. For example, if the students have been learning their music in class and practicing with a sound track of their part, then they have an opportunity to listen to the soundtrack through their earbuds while singing the part out loud. They can feel confident to sing out in their home environment and I can listen and offer feedback in a responding video or in written comments. Students can do a FlipGrid on their laptop, tablet or cell phones. They have lots of fun extras which also makes them excited to perform... emoticons, screen decorations, etc. These little videos can be done in the classroom in small groups, or one at a time, whether in the classroom or at home. Another way of assessing is by peer pairing so that students can sing or ring in groups of two, three or four, demonstrating the articulation of a rhythm, sight singing technique, or a portion of a song. If a student is particularly shy and wants to perform in person one on one, then I make arrangements to do so, also encouraging them to bring a trusted friend in the class to support.
Written assessments are limiting in a performance based class, and I find that finding ways to see what they have learned tend to be more successful in hands on ringing, or actual singing. While this is taking place, others can follow along and work through what they will be doing when they are being assessed. The more encompassing assessment is in frequent group rehearsals, and ultimately in the actual performance at the end, watching the performance and discussion following that performance. |