5/6/2022
Topic:
Students with Disabilities
Christina Nichols
|
I am a band director and I teach middle school, grades 6-8. I have had a multitude of students who have come in to my program with disabilities. One that really comes to mind is a student who played baritone for me. He only had one arm and wanted to participate in the band program. After talking to colleagues, we were able to find an instrument for him to play that would allow him to use one hand. We also made alternative arrangements for him to transport his instrument to and from school. He ended up playing the baritone horn for three years in my program. He thrived and was one of my top players in my program.
Also, I had a student who had autism and required a para professional to be with him at all times. He was made part of our band family and learned social skills and thrived as a percussionist. He was able to have flexible settings when things became too loud in the room and had a "hot pass" for when he needed breaks. |
5/9/2022
Topic:
Tools and Strategies
Christina Nichols
|
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.
I have implemented the use of a graphic organizer when my students and I are discussing results from our MPA program. We make a graphic organizer to help us compare and contrast what each of the three adjudicators are hearing and suggesting we work on. We also incorporate what we hear in our own recording to the graphic organizer. From there, we talk about what we can do to make our performances better the rest of the school year.
I have also used Mnemonic Instruction for when I teach the students the lines and spaces of a treble and bass clef staff (Every Good Boy Deserves Fudge, FACE, etc.) I also take it a step further for kinesthetic learners and have them associate the fingers on their hand as a line or space on the staff and have them say the mnemonic device while touching their finger so they can associate which line or space gets which word. I have also used mnemonic instruction for when I teach sight reading. I use the word STARS (Signatures (key and time), Tempo, Articulation/accidentals, Rhythm, and Signs (D.C. Al FINE, etc.) so they are able to scan a piece of music in a short amount of time to sight read more efficiently. |
5/9/2022
Topic:
Assessment of Learning
Christina Nichols
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have had students who need to have extended time for their assignments. I do a weekly playing test through google classroom. Students have to record themselves performing the scale or etude of the week and submit it for a grade by Saturday. If students need extended time for an assignment I either try to give them a heads up a few days before the assignment is posted so they can practice it before the other students or I allow them a day or two extra to turn in the assignment.
The playing test through google classroom also helps students who have anxiety on their 504's, alleviate any stress about having to play in front of other students. They are able to play in the comfort of their own home and submit the test at their leisure and/or do as many takes of the test as they want and submit the best one for the grade.
I have also had students who have broken bones in the past and I have allowed them to either play percussion since holding their own instrument was physically impossible or allow them to clap or count the rhythms instead of playing them for their playing test. |