4/5/2018
Topic:
Students with Disabilities
kevin tindall
|
"Bobby" is a first grade student with special education needs (physical impairment). He uses an electric wheelchair and has limited use of his hands and legs. He has attended music class since kindergarten. He has no mental disabilities, attends a first grade inclusion class and functions just as well as his peers. His singing is average, however, he needs modified instruments or a modified technique to play them. I was intimidated by his disability and did not know how he would react to movement exercises and performing on instruments. He could not walk in K, and is now able to stand and walk for short distances this year. He performs movement in his own creative way as long as it follows the rubric for rhythm, flow and creativity. He plays hand drums and other instruments with a modified technique. I am working on acquiring modified instruments for him and others that may benefit from their use. His parents, classmates, and teacher are all supportive in his inclusive education. The physical impairment of his hands will definitely be a challenge as the requirements for music become more technical. He is one who will have to use modifications for these requirements. |
4/5/2018
Topic:
Tools and Strategies
kevin tindall
|
My school is using Tiered Lesson approach so that adjustments can be made within the same lesson to challenge students at their appropriate ability levels. Here is an example of one of our plans using the Tiered Lesson Concept:
Grade level: 5th 4th 9 weeks
Standard: MU.5.S.3.3 Perform simple diatonic melodies at sight.
Topic: Performing Melodies
Learning Goal: I can perform simple diatonic melodies at sight.
Essential Question: Why did musicians begin notating music on a staff?
Learning Check: Teacher Observation
Learning Objectives:
TIER I: Students will echo simple diatonic melodies using voice or instruments.
TIER II: Students will identify pitches on a staff.
TIER III: Students will read and interpret traditional notation in sequences of short diatonic patterns.
TIER IV: Students will sing and/or play simple melodies written with traditional notation at sight.
Procedures:
Teach “Green Sally Up” by echoing.
(Teach them hand jives.)
Teach children the following clapping pattern: Right, clap, left, clap, both, clap, down clap.
(Claps come in between the beats, giving a jazz-style “Backbeat”.)
Sing “Green Sally Up” while the class provides clapping accompaniment.
Show students color-coded lyrics on PowerPoint.
Go over BAGE on recorder by echoing.
Introduce D.
Show them how to play the first phrase.
Ask them to figure out how to play the second phrase.
Show them how to read from the traditional notation.
Add Orff instrument parts to accompany melodies.
Assign students to play recorders, Orff instruments, and hand jives.
The Cubing Strategy game is another way to enhance this lesson. The six students explore the topic from six perspectives. Each teacher could make cubes for the students at different tiers. Tier I/II can use cubes with concrete prompts while Tier III/IV students at higher levels of readiness can use cubes with more abstract prompts. |
4/5/2018
Topic:
Assessment of Learning
kevin tindall
|
"Steven" is a first grade student with special education needs (physical impairment). He uses an electric wheelchair and has limited use of his hands and legs. He has attended music class since kindergarten. He has no mental disabilities, attends a first grade inclusion class and functions just as well as his peers. His singing is average, however, he needs modified instruments or a modified technique to play them. He could not walk in K, and is now able to stand and walk for short distances this year. He currently performs movement in his own creative way as long as it follows the rubric for rhythm, flow and creativity. He plays hand drums and other instruments with a modified technique. The physical impairment of his hands will definitely be a challenge as the requirements for music become more technical. He is one who will have to use modifications for these assessments. |