5/16/2022
Topic:
Students with Disabilities
Frank Windham-Milton
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I currently teach a student who is Autistic and also has a Para to accompany him to Special Area (Music). Student has a genuine love for Music and naturally inclined. There are days in which the student has difficulty working with other students. When this happens, I inform my student that it is okay that he is having a rough day and that he can work by himself today in the designated area in my classroom. When he is ready to team up with his shoulder partner, he may do so. On days that student behaves very well, the student may help pass out instruments carefully to the class along side the additional helpers selected. He loves to share the safety rules before the class plays an instrument or use a prop such as the parachute. Student is very good at classifying instruments into categories and gives specific characteristics as to why an instrument may belong to a particular family. He also loves to sing and will give feedback about his interpretation of the song or what the song is about. Student calls out answers to questions from time to time as is redirected to remember the class rule of raising your hand and waiting to be called on. He will admit that oops I forgot to raise my hand and need to wait to be called on. Lastly, I observed that a few years ago student has a sensitivity to loud sounds, when his class comes to music, I will adjust the volume on my Bluetooth speaker and also the Bass. I will ask the entire class if the speaker is too loud and if the volume is at a comfortable level. Everyone will put their thumb in the air to show me that the volume level is at a comfortable level. The same approach is used when playing instruments, the entire class will play softer. |
5/16/2022
Topic:
Assessment of Learning
Frank Windham-Milton
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I borrowed cones from the Physical Education Department. A cone was placed in each corner of my classroom to represent a different voice type. The options were Whisper, Talk, Shout, and Sing. The Class was brought to the center of the classroom and was instructed to use walking feet to safely select a cone that they thought was the correct answer as the musical selection was being played. My student has Autism. I made sure that the Bluetooth speaker was not too loud as students began the quiz. When the music stopped, the class had to remain at the cone. Students who selected the wrong answer was out and the remaining students played again. It was a great way to distinguish voice types and students could not wait to quiz again. |
5/16/2022
Topic:
Tools and Strategies
Frank Windham-Milton
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I implement technology in the Music Classroom via the Smartboard. For my student who has autism, I always ensure that the volume is at a comfortable level for him and the entire class. Music Sheets/slides are enlarged and passed out to the entire class. Additionally, a Boomwhacker guided play-along is displayed on the smartboard. As the musical selection starts, students will respond to tempo/dynamic changes in music through playing a boomwhacker. Student will be encouraged to select what works best for him to learn. Some days the student will prefer the slides, other days the student would like to come up and center himself with the Smartboard at the front of the classroom as he plays a boomwhacker instrument. |