8/30/2022
Topic:
Students with Disabilities
Nicole Chui
|
During my student teaching there was a student who had cerebral palsy. It was difficult for him to play certain kinds of instruments because he wasn't able to reach outward easily so he was put on an instrument that suited his height and range of motion, the euphonium. He also had difficulty getting from class to class so as an accommodation he was allowed to leave band class 10 minutes early. |
8/30/2022
Topic:
Tools and Strategies
Nicole Chui
|
One strategy I use in my music classroom when learning new music is putting my students into peer groups or peer partners, particularly my middle school students (I teach at a K-8). I feel students are more engaged when they are working together with their peers instead of when they are sitting in their seats in front of me as I try to rehearse music. I usually split students into groups and have a student who is very proficient at the instrument lead the group while I occasionally intervene from the side before I bring them back all together to perform as a group. This strategy has two advantages, one being that students may feel more comfortable explaining their issues with the concept to a peer and the other being that it gives me a chance to work on individual players or sections that are struggling for whatever reason.
Another strategy I find very helpful is mnemonic instruction. I use this instruction strategy when teaching song lyrics. For example, if the lyric is "Row, row, row your boat." I would place a picture of a person rowing a boat beside that sentence so the students would be associate the picture and the action being depicted with the lyric, thus making it easier for the student to commit to memory regardless of if they have a disability or not. |
8/30/2022
Topic:
Assessment of Learning
Nicole Chui
|
I have had students who are on the autism spectrum who have a great aversion to some of the noises made in the music classroom. For these students I give them the opportunity to perform for me when all their peers have left the classroom and the environment is free of extra stimulation that may distract that student. |