10/13/2022
Topic:
Students with Disabilities
Susan D Backus
|
I currently have a student in 4th grade who has very limited movement in his right arm. He suffered a stroke in utero and has paralysis. I was able to purchase an adaptive instrument that has a cowbell, woodblock, guiro, stir xylophone and a clamp to attach other instruments such as a tambourine or hand drum. He has been very successful using this and able to participate with the rest of the class. For larger instruments like tubanos and xylophones he has been able to keep up so far using one hand. When the rhythms become more difficult I will modify the rhythm for him and have him choose a partner to play with him. |
10/19/2022
Topic:
Tools and Strategies
Susan D Backus
|
The first strategy I can implement is the semantic map graphic organizer. I would have students write "elements of music" in the center circle. Then students would write the words dynamics, tempo, melody, harmony, form, rhythm, texture and timbre in the small circles around it. This will especially help students with learning disabilities process information more easily than using plain text. This could also be helpful for non-verbal students who could point to the correct answer when asked what word fits a definition.
The second strategy I can use is grouping practice peer partner. When playing tubano drums, I can have a rhythmically strong student sit next to a non-rhythmic student to help the student with the disability play correctly by modeling the rhythm. I would instruct the student with the disability to keep their eyes on the hands of the peer partner and match that person as closely as possible. |
10/19/2022
Topic:
Assessment of Learning
Susan D Backus
|
When identifying an instrument by sound, I have a sheet with pictures of the instruments. Instead of the language impaired or non-verbal student having to speak or write what the instrument is, they can point to the instrument on the sheet. This way I know they can identify the instrument by look and sound. These things are more important than verbalizing it or having to read the word. |