3/28/2022
Topic:
Students with Disabilities
Gregory Gafford
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I taught a group of brothers and sisters that all had major hearing impairments. As a music teacher, it was hard for me at first to find ways to include them in my instruction. This young student very much wanted to participate; he was able to feel the vibrations of producing wind in the recorder while we played. There were definitely some modifications that went into playing. When we played as an ensemble, though he could read the notes, he could not hear the tempo, so I found a way to visually represent the beat on the scree so he could follow along with the rhythm and tempo of the rest of the class. This student wanted to participate in the recorder karate program we were using and he very much wanted to attain certain belts. He made it to the fourth belt level before he was transferred to another school, but he was so proud he played the song on the morning announcements for the whole school to see.
Another child who had physical disabilities with her hand, I was able to tape some of the holes on the recorder closed so she could participate and she was also successful.
edited by Gregg Gafford on 3/29/2022 |
3/29/2022
Topic:
Tools and Strategies
Gregory Gafford
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The concept of Chaining is something I can definitely implement into my beginning steps when starting the recorder. I think I somewhat already do this, but not as purposeful as it could be with a strategic outcome and plan. Using a mnemonic word that breaks down how to hold the recorder, blow through it property, sitting with good posture, and always listening would be a great way to help our students with different learning disabilities visualize, as well as see and hold the recorder as we go through the steps from backwards to forwards and reverse.
I have used a visual metronome on the screen to show beat in a visual way while playing music as a class, so a student who couldn’t hear very well come play and stay on tempo. |
3/29/2022
Topic:
Assessment of Learning
Gregory Gafford
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I have a student currently who is very highly functioning with autism. He can get very frustrated sometimes when those around him are playing something on the instrument we are using and. he is unable to play it. Often times when we are playing individually for assessments, I will assess him while others are working individually or in groups, as well as pair him with a group that can encourage and help him and assess each other while working on making it better. Assessing this student individually when others are working and not listening and providing music directly in front of him, instead of on the screen has been very helpful in his development musically. |