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

2. 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.

3. 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

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

5. Adaptations and Accommodations
Size
Color
Pacing
Modality

6. 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.

7. 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

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

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

10. 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

11. Elementary School Rhythm Reading Sequence Chart

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

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

14. 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.

15. 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

16. 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

17. 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”

18. 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

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

20. 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

21. The Fable

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