5/16/2023
Topic:
Students with Disabilities
Michelle Manzi
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I have taught a student who is visually impaired in music class. For this student, I have modified instruction so that the student can hear instructions and sounds first. I also provide enlarged music notes so that the student can see the music. They are legally blind, but have some sight if the notes and words are big enough. I also have music buddies so that if there is a need or question, the visually impaired student can ask their neighbor instead of interrupting class. I have as much hands on experience combined with aural skills such as call and response, singing a rhythm and tapping it back on the hand drums, utilizing the big bass xylophones for the student instead of the small glockenspiel initially for immediate success. Allowing time for the student to feel and listen to the xylophones so they can "see" their way around using their ear. Using the pentatonic scale for improvisation. Lots and lots of singing, hand clapping, and stomping. For classroom movement, I pair the student with a dance partner. This helps them to move around to the music if they feel comfortable. Otherwise, I modify the movement for the student while allowing for a stationary position in a chair but still able to use their arms and feet. If useful, they can add auxiliary percussion while the class moves. |
5/22/2023
Topic:
Tools and Strategies
Michelle Manzi
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I like to differentiate instruction by using a variety of instruments and voices to demonstrate the same concept. For example, a call and response singing three note patterns using the pentatonic scale using solfege. Adding hand signs to the three note patterns. Changing to letter names for call and response. Using Boomwhackers for the call and response using colors, then letter names followed by solfege. Then looking at letter names written on the board (using the same "rhythm" for each pattern) sing them back, then play them back on boomwhackers. Using solfege having the students play them back on boomwhackers. A follow up lesson would be to use xylophones using call and response, then letters written on the board, and finally music notes written on the staff. Another modification, is to have the students move their hands low to high with the patterns depending on what they hear. Do-re-do versus La-Sol-La.
A way to use a graphic organizer is the compare the Major, minor, Pentatonic, and Blues scales. Using scales played on the piano, sung, written on the board, played on xylophones, we compare and contrast the scales and what parts are used for each. An extension of this project is to label each wall of the room with a different type of scale. Then play examples of popular songs/ styles of music and have the students move to the corner of the room that they think the song is using as part of the melody! SO MUCH FUN! |
5/22/2023
Topic:
Assessment of Learning
Michelle Manzi
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In my assessment of rhythm reading, I had the students clap and count the rhythms out loud independently. My student with CP had some difficulty clapping but was fluent at tapping the beat with a mallet on the wood block. I had her use the mallet and the woodblock to tap the rhythm while she counted it out loud. I gave the entire class the option so that she wouldn't be singled out. |