5/21/2018
Topic:
Students with Disabilities
Kristen Bowne
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For several years I worked with a large number of Deaf and Hard of Hearing students and I loved it! In the beginning it was challenging for me to find ways to have those students feel like they were fully participating in all of our music activities. It got easier with time! Activities with intruments, dancing, or rhythm were always easier for those students to participate in. For listening I would create visual maps of what we were listening to and would put someone in charge of showing the class where we were on the map. For singing activities I would utilize our school interpreters and have them help teach the students to sign the words to the song in rhythm. When we would have musicals those students would either learn the same choreography as the rest of the ensemble or sign the words to the song. I was able to learn all of the signs for basic movements (jump, stand, sit, turn, etc.) so that I could be a bigger part of their learning process and didn't have to always rely on their interpreter.They loved being a part of the production and they always did such a great job! |
5/22/2018
Topic:
Tools and Strategies
Kristen Bowne
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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.
The first strategy I have been trying to implement into my classroom this year is the use of graphic organizers. I had the opportunity to see a master teacher's organizer for choral literature when she presented at the Florida Music Educators Association conference and I decided to try it out in my own class! It takes a piece of music and has the student fill in boxes for text and text interpretation; dynamic, expression, and tempo markings and their meanings; information about the composer; a critique from a youtube performance of the piece; and a reflection box so that they can critique a recording of their ensemble performing it. I currently have a student with a processing disorder and he takes more time to digest information than his peers. These organizers give him a way to break the music apart into categorized chunks so that he can understand individual elements before combining them for performance!
The second strategy I have not used before but would like to add is Cornell Notes. We do all sorts of vocabulary in class and I usually print or email all of my students a sheet with the definitions. I really like the idea of students writing the words on one side of the paper and the definitions on the other side so that they can fold it and study immediately. I think it would be really fun to have them try doing this through Quizlet as well so that they have an online flashcard system that they can use on any of their devices. |
5/22/2018
Topic:
Assessment of Learning
Kristen Bowne
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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 have taught many D/HH students who needed alternatives for class assessed singing tasks. I would allow them to sign the lyrics of the piece in time with the music or create choreography to perform that conveyed the meaning of the text. This still allowed me to assess tempo, steady beat, form, memorization, and much more! |