3/18/2023
Topic:
Students with Disabilities
Katherine Ng
|
I remember when I first started teaching orchestra for the first time. I had a student with Downs syndrome, Asperger's syndrome, and a hearing impediment. She had difficulty connecting with other students and she would always struggle with rhythms/timing in class. I paired her with a student leader who was stronger with rhythms and counting in class.
My student was a hard worker who would fixate on the little things. If she did not do it correctly the first time, she would redo a project over and over and over again. This student also had a tendency to pick at her fingers until they blend when she was anxious. After I did this switch, I noticed the difference immediately. She was starting to feel more comfortable talking to others in her section, and she was even helping her underclassmen with shifts and note reading. By being able to hear the stronger player next to her and to visually see his bowing, she was able to stay together with the orchestra, and build up her confidence as a player. After the helper graduated that year, the student really stepped and became a beloved section leader in the top orchestra. |
3/21/2023
Topic:
Assessment of Learning
Katherine Ng
|
I have had several students with body injuries in my orchestra class: broken fingers, arms, should dislocation, etc. We found alternate ways for them to play or keep up with the class. For example, the students with the broken finger elected to continue playing as usual, but practice the extended technique of shifting instead of using her 4th finger. My student with the broken arm fingered along on his fingerboard while playing pizzicato guitar style. |