Guest Feature Engaging All Students: Tools and
Techniques to Reach Different Types of Learners in the Music Classroom
A
s music educators, we often experience many different types of learners in our
classroom. Many of the students might have an IEP (Individualized Education Program), English might not be their first language, or they might be classified as at- risk. We also may find that many do not have the same skills or abilities as their peers.
Nevertheless, our role as
an educator is to find out what they already know, and further develop their learning. Due to some of the challenges that our students face, we sometimes have to alter or modify how we might approach a lesson. Once we modify our teaching approach, the students have an entry point to be successful. Three such approaches that I utilize in my classroom are Differentiated Literacy Levels, Making Connections, and Project-Based Learning.
Differentiating Literacy Levels Music literacy is one of the most
important aspects in our music classroom. Many of the activities we design relate to music literacy. However, some students who enter our rooms do not connect right away with notation. Some students do not have the ability yet to comprehend and discriminate between the different symbols we utilize. One technique I have incorporated into my classroom is using differentiated literacy levels. I have found this to be successful, and this has further allowed my students access and understanding to musical literacy.
Before anything, the first thing I do
is teach steady beat. We do this through a variety of activities (ex: movement,
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clapping, listening, tapping). After this, I introduce a green go sign, and a red stop sign. These are images that we see in our everyday lives. We begin reading music using stop and go. Next, I switch the go sign into iconic images (ex: clap, stomp, drum, tambourine). The music is written the same way, just using images rather than
Brian Wagner Through this approach, I first build
a foundational skill (stop and go), and gradually increase the demand. Through scaffolding these steps, my students have become independent music readers. I have incorporated this technique into all of my classrooms, including all ability levels.
Making Connections A second approach I utilize is
Making Connections. Music is a powerful tool and connects with so many aspects of everyday life. Our repertoire is so vast where we can connect certain music to teach specific skills to our students. Some repertoire can be used to teach social and life skills. This is important, because many of the learners entering our classrooms do not have the ability to make connections yet. They need a chance to learn how to build a connection, using music as a vehicle. Once the
go signs. Next, I introduce a green quarter note, and a red quarter rest using flashcards. The green and red colors connect to the stop and go signs. All I do is switch the icon. Next, I add more color-coded rhythm values to our vocabulary. For example, our eighth notes are blue, our sixteenth notes are purple, and our half notes are orange. Gradually, once students are able to read music using color-coded visuals, I switch to traditional black and white notation. Throughout this process, my students use a variety of ways to showcase that they understand the different symbols. We use rhythm syllables, body percussion, and instruments to show the music. Some students might only be able to speak the rhythm. Nevertheless, they still have an entry point in which to engage with the music.
connection has been made, they will be able to generalize it and incorporate it into the real world.
Moreover, some repertoire can
connect with other disciples outside of music. It can connect with ELA, Math, Social Studies, Science, and the other Arts. Additionally, it can also connect with Common Core Learning Standards. The music we teach can bridge over to what students might be learning in other classes, while also really putting everything together.
I decided to teach the song “Sakura,”
which is about Japanese Cherry Blossoms, to build a deeper connection into the music and culture of Japan. While designing the unit, I introduced three Japanese instruments to my students (koto,
Wyoming Windsong
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