Teaching Music to Students with Special Needs: A Practical Resource is brings together theory and policy and planning for instruction in K-12 classrooms. The resource presents a collaboration of K-12 teachers, outstanding undergraduate and graduate music education students, and professionals in the field.
Teaching Music to Students with Special Needs: A Practical Resource is brings together theory and policy and planning for instruction in K-12 classrooms. The resource presents a collaboration of K-12 teachers, outstanding undergraduate and graduate music education students, and professionals in the field.
Alice M. Hammel is a widely known music educator, author, and clinician whose experience in music is extraordinarily diverse. She teaches for James Madison and Virginia Commonwealth Universities in the areas of music education and music theory respectively, and has many years of experience teaching both instrumental and choral music in public and private schools. She has maintained a large, independent flute studio for over 25 years. Her primary goal is to become a better teacher with each passing day.
Inhaltsangabe
* Contents * 1. Introduction * Rationale For The Resource * Distinguishing Features * Ideas From Teaching Music To Students With Special Needs: A Label-Free Approach 2nd Edition * Curricular Modifications In Music Education For Students With Disabilities * Specific Ways To Utilize The Resource * 2. The Communication Domain * Introduction * Vignettes And Lesson Plans For Music Classrooms And Ensemble Situations * Vignette: Jake * Lesson Plan: Joint Attention * Vignette: Milani * Lesson Plan: Pitch Matching And Improvisation * Vignette: Thomas * Lesson Plan: Rhythm, Eye Contact, Joint Attention * Vignette: Sarah * Lesson Plan: Interaction * Vignette: Carl * Lesson Plan: Performing On Percussion Instruments * Explanation Of Pedagogical Connections * 3. The Cognitive Domain * Introduction * Description Of Students Who Struggle With Cognition * Vignettes Of And Lesson Plans Music Classroom And Ensemble Situations * Vignette: Alex And Jo * Lesson Plan: Rhythm And Keeping A Beat * Vignette: Kara * Lesson Plan: Verbal And Physical Response * Vignette: Troy * Lesson Plan: Kings And Queens * Explanations Of Pedagogical Connections * 4. The Behavioral Domain * Introduction * Description Of Students Who Struggle With Behavior * Vignettes And Lesson Plans For Music Classrooms And Ensemble Situations * Vignette: Oscar * Lesson Plan: Loud And Soft * Vignette: Thomas * Lesson Plan: Ukulele Class * Vignette: Carl * Lesson Plan: Carl * Explanation Of Pedagogical Connections * 5. The Emotional Domain * Introduction * Description Of Students Who Struggle With Emotions * Vignettes And Ideas For Music Classrooms And Ensemble Situations * Vignette: Maddie * Ideas: Maddie * Vignette: Josh * Ideas: Josh * Explanation Of Pedagogical Connections * 6. The Sensory Domain * Introduction * Description Of Students Who Struggle With Sensory Information * Vignettes And Lesson Plans Of Music Classroom And Ensemble Situations * Vignette: Dominique * Lesson Plan: Dominque * Vignette: Miley * Lesson Plan: Miley * Vignette: Debbie * Lesson Plan: Debbie * Explanations Of Pedagogical Connections * 7. The Physical Domain * Introduction * Description Of Students Who Struggle With Physical Access To The Curriculum * Vignettes And Lesson Plans Of Music Classroom And Ensemble Situations * Vignette: Fiona * Vignette: Mickey * Lesson Plan: Look To The Window * Vignette: Gareth * Lesson Plan: Gareth * Vignette: Sidney * Lesson Plan: Sidney * Explanations Of Pedagogical Connections * 8. Unit Plans * Multi-Lesson Plans With Specific Adaptations For Students Who Struggle With One Or More Domain * Unit Plan 1 - Variations On A Korean Folk Song * Unit Plan 2 - Animal Theme * Unit Plan 3 - Upper Elementary Music Literacy * Additional Lesson Plans * Lesson Plan * Lesson Plan * Unit Plan: "All Round The Brickyard" * Lesson Plan * Lesson Plan "Engine Engine" Music Literacy With Instruments * Appendix A * 9. Conclusions * Conclusions * General teaching strategies for students with special needs * Resources available for music educators * Examples of incremental sequencing * Concluding thoughts
* Contents * 1. Introduction * Rationale For The Resource * Distinguishing Features * Ideas From Teaching Music To Students With Special Needs: A Label-Free Approach 2nd Edition * Curricular Modifications In Music Education For Students With Disabilities * Specific Ways To Utilize The Resource * 2. The Communication Domain * Introduction * Vignettes And Lesson Plans For Music Classrooms And Ensemble Situations * Vignette: Jake * Lesson Plan: Joint Attention * Vignette: Milani * Lesson Plan: Pitch Matching And Improvisation * Vignette: Thomas * Lesson Plan: Rhythm, Eye Contact, Joint Attention * Vignette: Sarah * Lesson Plan: Interaction * Vignette: Carl * Lesson Plan: Performing On Percussion Instruments * Explanation Of Pedagogical Connections * 3. The Cognitive Domain * Introduction * Description Of Students Who Struggle With Cognition * Vignettes Of And Lesson Plans Music Classroom And Ensemble Situations * Vignette: Alex And Jo * Lesson Plan: Rhythm And Keeping A Beat * Vignette: Kara * Lesson Plan: Verbal And Physical Response * Vignette: Troy * Lesson Plan: Kings And Queens * Explanations Of Pedagogical Connections * 4. The Behavioral Domain * Introduction * Description Of Students Who Struggle With Behavior * Vignettes And Lesson Plans For Music Classrooms And Ensemble Situations * Vignette: Oscar * Lesson Plan: Loud And Soft * Vignette: Thomas * Lesson Plan: Ukulele Class * Vignette: Carl * Lesson Plan: Carl * Explanation Of Pedagogical Connections * 5. The Emotional Domain * Introduction * Description Of Students Who Struggle With Emotions * Vignettes And Ideas For Music Classrooms And Ensemble Situations * Vignette: Maddie * Ideas: Maddie * Vignette: Josh * Ideas: Josh * Explanation Of Pedagogical Connections * 6. The Sensory Domain * Introduction * Description Of Students Who Struggle With Sensory Information * Vignettes And Lesson Plans Of Music Classroom And Ensemble Situations * Vignette: Dominique * Lesson Plan: Dominque * Vignette: Miley * Lesson Plan: Miley * Vignette: Debbie * Lesson Plan: Debbie * Explanations Of Pedagogical Connections * 7. The Physical Domain * Introduction * Description Of Students Who Struggle With Physical Access To The Curriculum * Vignettes And Lesson Plans Of Music Classroom And Ensemble Situations * Vignette: Fiona * Vignette: Mickey * Lesson Plan: Look To The Window * Vignette: Gareth * Lesson Plan: Gareth * Vignette: Sidney * Lesson Plan: Sidney * Explanations Of Pedagogical Connections * 8. Unit Plans * Multi-Lesson Plans With Specific Adaptations For Students Who Struggle With One Or More Domain * Unit Plan 1 - Variations On A Korean Folk Song * Unit Plan 2 - Animal Theme * Unit Plan 3 - Upper Elementary Music Literacy * Additional Lesson Plans * Lesson Plan * Lesson Plan * Unit Plan: "All Round The Brickyard" * Lesson Plan * Lesson Plan "Engine Engine" Music Literacy With Instruments * Appendix A * 9. Conclusions * Conclusions * General teaching strategies for students with special needs * Resources available for music educators * Examples of incremental sequencing * Concluding thoughts
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