1/16/2018
Topic:
Students with Disabilities
Philip Holt
|
Currently, I have one student with a specific learning disability which inhibits super fine motor skills. He is very book smart and has an incredible memory, but when it comes to reading music and playing piano, his disability become more apparent. One way that improved his playing was though slow and methodical playing. I would have him play when he knew, I would then play it two ways, the correct, and his way, and would ask him which was correct based on the music. He would pick the correct way every time. Through working together, by performing, analyzing, correcting, and performing again, the student has become much more proficient on piano and now can work on his own on some parts. |
2/24/2018
Topic:
Tools and Strategies
Philip Holt
|
I believe that two of the multiple strategies given in this section that can be implemented efficiently would be Mnemonic Strategies and Graphic Organizers. Using mnemonic devices can be extremely helpful for students with reading music. Using the idea of "FACE in the SPACE" is a very common one that I use. It helps with students identifying the notes in treble clef faster by using a common word. Other ideas that I use is "Call the ref, up is right and down in left." This is just an easy way to help them remember that the direction of the notes on the page direct them which way they move their hands on the keyboard. A second way strategy I could use are graphic organizers. Music uses a lot different visual cues and words that change the way they play and how they perform. I could use semantic maps to help branch from different symbols or words and use multiple ways to describe what the students should change when they see that word or symbol. They can take home these maps with them to use as study materials or use for their own practice.
One way that I use technology in my room is the use of electronic keyboards and real pianos. I balance the students to get experiences on both. But i use the multiple sounds that are on the keyboard to help the students stay more engage. When working with rhythms, I have helped a student with disabilities take away all the extra noises that come with multiple notes and make it a sound that's not pitched to help isolate the rhythms, the student quickly heard the area of inaccuracies and then practiced it on that sound until they felt comfortable. Once they had a handle on the rhythm, they than played it on the the appropriate sound and part and they fixed their parts. The other way that I use technology is listening devices. I sit down with the students have them play it, i play it, and then I have them research different people playing so that they can expose themselves to more professional sounds. |
2/26/2018
Topic:
Assessment of Learning
Philip Holt
|
I have a student in my Piano class with a motor disability who cannot perform/play at the same rate as other students. To help with my assessments with him, we have 3-5 minute meetings almost every day, either at the beginning or end of class, to discuss what he can do and how to exercise as to improve his hand/finger function in my piano class. Through these meetings, I get to have a one on one time with him to observe his practicing techniques, how he handles different musical stresses while playing, and find better ways to not only help him, but other students who may not have the same tactile abilities. Not only do I have these one on one times with him, I also allow him for more prep time on certain pieces or pages to play. This allows him not to feel as rushed/stressed as it could be when everyone could possibly be moving faster. So far, he always attempts and performs every test and sometimes wows even the other students with his progress. |