3/15/2018
Topic:
Students with Disabilities
Sarah Hoover
|
Throughout her 6th, 7th & 8th grade years, a well-loved student with an orthopedic impairment was a part of our school choir program. She loved to sing and fellow students in the soprano section were eager to be a peer-partner in teaching movements and brainstorm ideas to modify choreography. Our wheelchair-bound student was welcoming to fellow students who offered to push her chair or assist in movements. |
3/16/2018
Topic:
Tools and Strategies
Sarah Hoover
|
CAI (Computer Assisted Instruction) - In the general music class setting, both students with & those without disabilities can not only gain knowledge, practice existing & newly-acquired skills, but actually enjoy the computer-assisted instruction found in the Google Chrome Music Lab applications. It captures students' attention because the programs are interactive and engaging due to animation and sound. Students can make their own choices between the activities and make accomplishments at their own pace. The apps in the Chrome Music Lab are simple in coloring & design so as not to be overwhelming. Students are able to manipulate & create sounds freely. There is a component to the Lab that allows for composition which can be as simple or complex as the student-composer desires... the possibilities are endless! I have witnessed much success with this Lab in the MS general music classroom and saw the benefits of creating a "classroom forum" where students could give feedback on classmates' musical compositions.
Cooperative Learning/Grouping Practices - Much success within a performing ensemble can be discovered following practice time with small groups and then returning to whole group performance. Student-lead instrumental sectionals (in band or strings) or voice-part sectionals (in choir) increases my student participation, improves the ensemble "mood", and raises the ensemble musical achievement while the kids exercise their social skills. Cooperative learning allows students to work in small, heterogeneous groups in order to seek a common goal of mastering certain sections of songs that are troublesome. Both the students leaders and the struggling fellow students benefit from sectionals. |
3/16/2018
Topic:
Assessment of Learning
Sarah Hoover
|
Some students in a MS General Music class have specific learning disabilities while others do not. It has been extremely beneficial to provide adapted forms of assessment across the board. Allowing students to complete music notation packets at their own pace allows extra time for those who require it and allows for time management skills to be engaged for all. This also does not bring attention to any one student who may require extra time for assessments in their IEP. In addition, students self-evaluate throughout units of study (on-going assessment) which provides instant feedback allowing the student to make adjustments prior to any summative assessment. |