1/4/2018
Topic:
Tools and Strategies
Shirley Andrews
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Two strategies that could be useful in my elementary general music/ choral classroom are:
1) Peer support can be useful for many different types of disabilities. I have a keyboard lab and I group partners with peer support in mind. I do rotate students until I find the best peer support for a student.
2) I color code the music alphabet and eventually notation to support students with various disabilities. I use this method initially with all students using Orff or keyboards. I allow students who need the extra support to label pitch names on their notation. I also use power point slides with the pitch inside the noteheads. I offer a printed version with and without the pitch names on the keyboard music stand |
5/16/2018
Topic:
Students with Disabilities
Shirley Andrews
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This school year I have 2 elementary general music students who are hearing impaired(HI). My entering and roll taking procedure involves a song and/or rhythm. I discovered quickly that placing them closer to me they were both successful in vocally or rhythmically responding. Soon it became second nature to check myself that I was presenting to my HI students, as well as all my students, in a visually appropriate space. In addition, lesson routine and organization made movements through the classroom predictable for these students. |
5/16/2018
Topic:
Tools and Strategies
Shirley Andrews
|
In my elementary general music recorder instruction, I have discovered that I have success with many different learning types by using conspicuous strategies in reading /playing music notation. We read the rhythm, clap the rhythm, read the rhythm using pitch names, chin play while reading the pitch name/rhythm and play the notation/rhythm. Differentiated learning-I might have peer partners share the process or I might give one on one or small group assistance. I might also send some students to transfer the notation from recorder to the keyboard lab. |
5/17/2018
Topic:
Assessment of Learning
Shirley Andrews
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Administrator wrote:
Choose One(1):
- 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.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
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5/17/2018
Topic:
Assessment of Learning
Shirley Andrews
|
I had a student several years ago with LI. He had difficulty in processing the verbal assessment instructions( popsicle stick four beat notation of eighth, quarter and quarter rest) and would shut down. I placed him beside me in the group circle. He had no one on the other side of him for distractions. I used a lap board to represent the measure. I repeated instructions to him and together we discussed how to begin the assessment. I gave encouragement and praise for a successful response. He rarely needed that much assistance from me again once he learned the process of the assessment. |