5/23/2022
Topic:
Students with Disabilities
Keith Schuman
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I have some students who are sound sensitive. When the volume gets too high for them, they put on headphones to soften the sound somewhat. It allows them to participate in class just like everyone else. |
5/26/2022
Topic:
Tools and Strategies
Keith Schuman
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I have used video technology that teaches students music theory such as the notes on the scale, dynamics, and tempo. Each video is a cartoon of animal characters who act out the topic taught. For example, for dynamics, the characters are playing instruments at different volumes. For tempo speeds they humorously reverse the roles of the Tortoise and the Hare to depict fast and slow. These videos help students who are visual/verbal/physical learners because they get to see the characters act out the concept. The students also hear the concept. Finally, the students are able to interact with the video physically to internalize the concept with their bodies. |
5/26/2022
Topic:
Assessment of Learning
Keith Schuman
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I have used project-based assessment during a unit on musical composition. The lessons & assessment were whole-class based. The class included students on the Autism Spectrum. During the unit, we studied different patterns of composition (for example ABACA - where each letter represents a different musical phrase/pattern). The students learned about each pattern, then performed them on the xylophone. The assessment was for each student to create his or her own composition by reconfiguring the musical phrases in their own unique order, then to perform their composition. This assessment type allowed for the creativity of all students, and did not single out any students with disabilities. Rather, they were able to let their unique creations stand side by side with the rest of the class to be equally appreciated. |