4/15/2018
Topic:
Tools and Strategies
Ann Adams
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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.
In band, I use the tiered lessons. Playing in the band functions as being part of a team and every student must be able to understand the concepts before we can move on as a class. I have students of all abilities and learning styles in the class. In thinking about my 6th grade beginning class. Some students pick up on the concepts quickly and easily, while other students need more time and review. Currently this class is learning to play the 7 major scales in the all-state pattern. Each week I have been adding a new scale. We start by playing each note of the scale for 4 counts and rest for 4 counts to allow the students time to get to the next note with accuracy. Next we will play the same scale in whole notes, again allowing enough time for the students to process what the next note will be while playing the previous note. Next moving to half notes, then half note and quarter notes, then quarter note and eighth notes. By taking this kind of time ensuring that each student understands the notes and fingerings of the scale they learn the scale correctly from the beginning. Then as we speed up the tempo the students are able to play the scale with success. We do this as a whole class.
I also use the Task Analysis technique in teaching the students how to sight-read music (key signature, time signature, notes, rhythms, dynamics, articulations, etc.) We are working out of the second level band method book and we will go line by line. First we look at the key and finger through and say the notes of that key, for example, if the piece is in concert Bb, we will say and finger, Bb, C, D, Eb, F, G, A, Bb. Then we will look at the rhythms and count through the piece. Then sing through the piece and finger on our instruments using appropriate articulations and dynamics. Finally we will play the exercise. We are now at a point where the students do all of this on their own and I ask individuals to sight-read each line. |
4/15/2018
Topic:
Students with Disabilities
Ann Adams
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Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I have a student in my beginning class who loves the clarinet. He has issues with staying focused. For the first several months I would have to remind him every day how to hold the clarinet correctly. In the beginning I would walk up to him and show him how to adjust his hands. Eventually, I could just catch his attention and give him a hand signal to remind him that he needed to change his hand position. It has taken time but now he understands how to hold the clarinet. In class, he sits next to a clarinet mentor who helps him translate the music notation to the fingerings on his clarinet. I am working with him to ensure that he understands the names of the notes and the fingerings for the notes. Just before spring break I had all of my 6th grade students perform on a solo recital. He performed his piece and received a superior rating. I am very proud of this student. |
4/15/2018
Topic:
Assessment of Learning
Ann Adams
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- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- I had a student from my top band who was not able to play his trumpet. Most of the assessment at the time that he injured himself was on the music that we were preparing for our Florida Bandmasters Association Music Performance Assessment. The alternative assignment I gave him was to do research and present a summary of the History of the Wind Band. He enjoyed doing this assignment and sharing his knowledge with the rest of the class.
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