The Music and Literacy Connection by Hansen Dee; Bernstorf Elaine; Stuber Gayle M

Author:Hansen, Dee; Bernstorf, Elaine; Stuber, Gayle M. [Stuber, Dee Hansen;Elaine Bernstorf;and Gayle M.]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2014-11-15T00:00:00+00:00

Table 7.1. Music-Education Differentiation Based on Student Needs

Readiness

Interest

Learning Profile

Content

• Use materials of varied reading levels.

• Provide different manipulatives using photos, graphic drawings (icons), stick notation, and regular notation depending on student level.

• Use PECS (picture-exchange communication system) materials.

• Front-load vocabulary with visual reminders (such as word walls).

• Highlight single parts or important patterns.

• Highlight text in one color and music left white (or opposite).

• Simplify content.

• Provide a range of materials.

• Use interesting age-appropriate texts with simple musical structures (play party songs are a good example for adolescents).

• Tie music to other learning themes in the school setting.

• Provide a range of materials including examples that will be heard frequently in real-world exposure (popular, patriotic, scores from video games/TV/movie themes).

• Link to student interests (culture, favorite artists, interesting composers).

• Model musicians’ behavior. Encourage development of performance repertoire related to favorite composers, instruments, artists, or conductors.

• Vary teaching modes (auditory is always present but add visual, kinesthetic, tactile).

• Provide preteaching materials or extension materials that students can access in their classroom or library or online.

• Video or audio notes may allow additional repetitions (e.g., digitally record public-domain songs burned to CDs or loaded on donated iPods so students can check them out for home repetition).

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