1/14/2018
Topic:
Students with Disabilities
Fotini Panagiotouros
|
I had a student that had a speech impairment and was ASD. He always needed assistance from an aide if he needed to use his body for an activity or prompt for an answer. It was about half-way through the year when we got into music notation. I gave the same prompt for each student and worked one-on-one at the board to have them identify ta and ti-ti (quarter note and eighth notes - Kodaly). I gave him a review of the notes by pointing to specific values and saying the notation. He then spoke and said the whole rhythmic figure. Reviewing notes, vocalizing slowly, and then allowing him to point or guide the line helped him vocalize his answer. |
3/31/2018
Topic:
Tools and Strategies
Fotini Panagiotouros
|
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.
First strategy I use are Venn Diagrams. For example, when we compare a piece of music, but two different arrangements/styles we use Venn Diagrams to display the characteristics, tempo, dynamics, ensemble, etc. of each piece.
Second strategy I use is Self-Evaluation/Reflection when introducing new music or discovering new music in our lesson. We generally compare what is similar or different in regards to rhythm, melody, tempo, etc. and label it. We also discuss ways to improve our performance and self-critique. |
3/31/2018
Topic:
Assessment of Learning
Fotini Panagiotouros
|
I teach a few classes with mixed verbal and non-verbal students with ASD. A few activities I use to assess them include visual movement which activates both hemispheres of the brain like Feierabend's Move It (classical pieces). They copy the movements while the music is playing and I prompt by saying what we are doing before it happens to prep them. I usually add a new piece every few weeks to experiment with different movement and assess them on how well they can control their body with the tempo and flexibility in their body moving through the piece and showing the beat. I also use response cards on white boards, or have students come up individually to the white board if they cannot see well when we are studying different rhythms. They are able to point to the rhythm that I say if they are non-verbal or tap it out as I'm saying the rhythm. |
2/15/2023
Topic:
Students with Disabilities
Fotini Panagiotouros
|
A strategy I used with a student that comes to mind who had partial vision impairment was color coding the xylophone bars with the circle stickers and matched them with color coded highlighter in their book for those notes (I got erasable ones if you're worried about marking up the book or bleeding through the page).They had no problem reading the rhythms, but identifying the notes between lines and spaces proved difficult. This really helped clear that up for them and they found success through all the modules. |
2/28/2023
Topic:
Tools and Strategies
Fotini Panagiotouros
|
One strategy I'm using currently is mnemonics. We are learning ways to remember our strings on ukelele. Aardvarks Eat Cool Grass. I also ask them to turn and talk to come up with their own mnemonics which might be more meaningful to the student(s).
As far as technology, I let my students use chrome music lab Kadinsky when entering as a form to settle them down from transitioning. They get to choose the colors and shapes in order to compose. They always look forward to this routine when entering my room for my ASD units. |
3/3/2023
Topic:
Assessment of Learning
Fotini Panagiotouros
|
I have several ASD units and one of the composition or steady beat items I like to use is drag and drop pictures of unpitched percussion for composition. Having the pictures identify when they play or what they are playing. We can use this for on-going and summative assessment on unpitched percussion instruments or even steady beat. |