Assessing Students with Differing Needs in the Music Classroom. Alice M. Hammel James Madison University

How is my child doing in music? We often provide behavioral or general information to that question. Individualized feedback through multiple strands of learning is sometimes difficult when we have hundreds of young students to teach.

Students who need individualized learning Some students are months or years behind others in their general music class Other students are months or years ahead of others in their general music class

The benefits of winding instruction Winding back Winding forward Multiple means and access points

Adaptations and Accommodations Size Color Pacing Modality

Modifications Winding forward or backward to find the specific step within a sequence that meets the current need of the student. Assessing students where they are in the sequence, rather than at the central objective or goal for the majority of the students.

Finding the place within the sequence Sometimes on an incremental level May be different and dependent upon the specific day or student profile Sensory Behavioral Cognitive Communication Physical

Modifying in the Classroom Winding back Winding forward Keeping all plates spinning 

Duple Rhythm Sequence Often includes quarter, paired eighth, sixteenth notes, and equivalent rests. How do we use? Size Color Pacing Modality

Rhythm Activities My Mother, Your Mother Rhythm Ladder Rhythm Go Round Rhythm Flash Cards (fly swatter) Find Your Family Bee Bee Bumblebee (popsicle differentiation) Rhythm Rondo

Elementary School Rhythm Reading Sequence Chart

Melody Activities Doggie Doggie Tone Ladder Beach Ball Melody Flashcards (fly swatter) Tone Set Finger Staff Sol Mi Duke’s Place

Activities to encourage part singing Skip to my Lou Now All the Woods are Waking Ah Poor Bird Jubilate Deo

Part Singing Curricular goal Date of mastery Student sings the text in a large group while the teacher sings the resting tone as a pulse with text. Student sings the resting tone as a pulse with text in a large group while the teacher sings the text. Student sings the text in a small group while the teacher sings the resting tone as a pulse with text. Student sings the resting tone as a pulse with text in a small group while the teacher sings the text. Student sings the resting tone as a pulse in solo with text while another student sings the text. Student sings the text while another student sings the resting tone as a pulse with text.

Part work activities Chants My Mother, Your Mother Bee Bee Bumble Bee/Bate Bate Songs Hot Cross Buns/Lucy Locket Let us Chase the Squirrel/Great Big House

Part singing progress through time Activity (i.e. canon, rhythmic ostinato or partner songs) Sings song without help Sings the song while another part occurs (i.e. ostinato, drone, canon) Describes and identifies the other part Performs the other part Performs the other part while the song occurs Performs the song and the other part simultaneously (i.e. tapping/playing the ostinato, hand signing in canon) Jonah Becca Simon Jaidyn

Pitch Matching Steps Pitch Matching Sing major scale on neutral syllables, ascending ☐ Sing major scale on neutral syllables, descending Sing major scale with solfege, ascending Sing major scale with solfege, descending Sing pitches on a staff with solfege Find and sing “do” using a “do key”

Reading Steps Reading ☐ Recognize staff Recognize treble and bass clefs Understand line and space notes Name the line in both clefs Name the space in both clefs Identify notes on lines and spaces in both clefs Recognize rhythms: half, quarter, eighth, and equivalent rests Recognize bar lines and measures Recognize time signatures 2/4, 3/4 and 4/4

Rhythm Readiness Steps Maintain steady beat ☐ Chant and clap Perform half notes and rests Perform quarter notes and rests Perform paired eighth notes

Honoring the Individual Pacing during class Time outside of class Materials and music that fit developmental needs Placing the students at the center of everything you do at school

The Fable

Dr. Alice M Hammel hammela@mac.com Call Me, Maybe? Musicandspecialneeds.org Facebook: Alice Hammel