Maine Motif Issue 1, Vol. II (Fall, 2017) | Page 29

so, I’ve had to reflect on my own experiences as a music educator, and accept the
realization that in my first year as a general music teacher, I struggled to successfully
differentiate instruction for my students. I had to learn pedagogically appropriate
techniques and music standards “on the job” in my first few years in the profession. In
speaking with inservice general music educators around the country, it seems I am not
the only one. As general music teachers, many of us are in an incredible position to work
with all students, including those who learn and behave differently. This can be a
daunting task for many, especially if you are not sure what including everyone means to
you. For those who do not specialize in inclusive music instruction, here are some
general tips on how to get started. These certainly do not cover every student and every
teaching scenario (there are entire books dedicated to that!), but I hope they give you at
least a springboard from which to jump.
1.
Start with a student’s IEP. This might sound obvious to some, but as
teachers, we are required to read student IEPs in order to adapt instruction to meet the
needs of students. For general music teachers, this can mean reading many IEPs.
Sometimes, specific details of each student can get lost in the mix. After reading the
IEPs, tap into students’ case managers to better gain understanding on how to
accommodate and modify for students.
2.
Modify any of the following: Color, Size, Pacing or Modality.
a.
Color. Students who learn differently often have difficulty learning to read music
because many simply cannot see the print on traditional black and white paper. To help
students with this, add color to the page to help students see the music easier. Highlight
sections of their music to help keep their eyes focused (I always highlight every four
measure phrase a different color than then previous phrase). Color-code notes and
rhythms, such as green for “C,” blue for “D,” etc.
b.
Size. Make music larger and bolder. Give students a blank score and add in
details on a gradual, need-to-know basis. Begin with large print notes and then add in
other important aspects such as tempo, dynamic markings, and articulations. This will
decrease students’ frustration by allowing them to look at less on the page at once.
c.
Pacing. As music teachers, we often teach music with all aspects of it in mind:
notes, rhythm, melody, dynamics, etc. For students with learning disabilities, this is
often too much for them to focus on, and can frustrate them. Separate elements of music
for these students until they are able to combine them. For example, teach them the
rhythmic elements of a song before adding in the melody. Another suggestion is to
separate music into smaller sections to allow students to master a little bit of the music
at a time (this is often referred to as “chunking”). When that part is learned, give
students another chunk. I usually chunk music reading activities into two or four-bar