Embedded Files
- Who:
Self-Contained Classroom Teacher
Self-Contained Classroom Teacher
- Date of activity implementation:
3-29-22
3-29-22
- Date of activity feedback:
3-31-22
3-31-22
- Activity Goal:
The focus of this project is to provide an elementary self-contained classroom with musical activities that meet the physical and emotional needs of the students.
The focus of this project is to provide an elementary self-contained classroom with musical activities that meet the physical and emotional needs of the students.
- Blog:
Who is serving who in this service-learning project? When I began this project, I never imagined where this project would take me and those I am serving. I went from asking questions to learn what the needs of the students were to creating numerous lessons that will now be used by the teacher and a similar population in another community organization. What I thought would be an assignment in a class has turned into a full on passion project that pays.
Who is serving who in this service-learning project? When I began this project, I never imagined where this project would take me and those I am serving. I went from asking questions to learn what the needs of the students were to creating numerous lessons that will now be used by the teacher and a similar population in another community organization. What I thought would be an assignment in a class has turned into a full on passion project that pays.
My experience with this first activity has been very successful. After my first attempt at creating a movement activity with scarves, I learned that I needed to include more crossing the midline movements. This led to the creation of two more videos which were voted upon by the students. Each of the videos contained popular songs that were chosen by the students in an effort to optimize individual choice and autonomy. The activity that was chosen and performed by the students was extremely successful on the first attempt. The teacher said that 89% of the students participated fully, giggling, and attempting all of the movements with the scarves. She took my suggestion of slowing down the video on the first attempt to assist students in learning the routine. She mentioned that the slower speed helped increase success, but it also decreased the fun factor. She simply framed it to the students as " next time we can go at the regular speed."
My experience with this first activity has been very successful. After my first attempt at creating a movement activity with scarves, I learned that I needed to include more crossing the midline movements. This led to the creation of two more videos which were voted upon by the students. Each of the videos contained popular songs that were chosen by the students in an effort to optimize individual choice and autonomy. The activity that was chosen and performed by the students was extremely successful on the first attempt. The teacher said that 89% of the students participated fully, giggling, and attempting all of the movements with the scarves. She took my suggestion of slowing down the video on the first attempt to assist students in learning the routine. She mentioned that the slower speed helped increase success, but it also decreased the fun factor. She simply framed it to the students as " next time we can go at the regular speed."
I have a very good working knowledge of this community partner and did not have any assumptions going into this activity. My instincts to make three videos and have the students vote on the one they liked best worked in everyone's favor. In this activity, I have learned that individuals with disabilities can do everything that the general population can do. I have also learned that students in the general population have similar interests and tastes in popular music as students with disabilities.
I have a very good working knowledge of this community partner and did not have any assumptions going into this activity. My instincts to make three videos and have the students vote on the one they liked best worked in everyone's favor. In this activity, I have learned that individuals with disabilities can do everything that the general population can do. I have also learned that students in the general population have similar interests and tastes in popular music as students with disabilities.
I believe my activity went well because I was mindful of responding to the needs of the students through the musical activity. My communication with the teacher throughout this process has also helped in creating a synchronous and/or asynchronous resource that can be used by a variety of populations. For fun, I posted my activity on Facebook and received positive feedback from a general music teacher in West Virginia stating " I forgot about scarves, my students will love that." In performing this activity, I gained skills in collaborative lesson design, video production, and marketing. Another skill I gained from this activity was movement with drumsticks. At the time I created the activity, I didn't realize that the drumming and movement can be used in many different ways. One can air drum , drum on buckets, or drum on exercise balls. This makes the activity accessible for all regardless of resources. I would like to improve my air drumming and movement lessons to start out a little easier and gradually progress In difficulty. This will be a challenge especially if students are choosing the music.
I believe my activity went well because I was mindful of responding to the needs of the students through the musical activity. My communication with the teacher throughout this process has also helped in creating a synchronous and/or asynchronous resource that can be used by a variety of populations. For fun, I posted my activity on Facebook and received positive feedback from a general music teacher in West Virginia stating " I forgot about scarves, my students will love that." In performing this activity, I gained skills in collaborative lesson design, video production, and marketing. Another skill I gained from this activity was movement with drumsticks. At the time I created the activity, I didn't realize that the drumming and movement can be used in many different ways. One can air drum , drum on buckets, or drum on exercise balls. This makes the activity accessible for all regardless of resources. I would like to improve my air drumming and movement lessons to start out a little easier and gradually progress In difficulty. This will be a challenge especially if students are choosing the music.
Now it is time to create a three-part lesson that builds onto what they learned in the first activity. The first activity was focused mainly on crossing the midline and moving to the steady beat with scarves. In lesson two, I would like to develop an air drumming dance that crosses the midline while keeping a steady beat. In this activity, it is my intention to layer difficulty levels by introducing hand and foot movements along with rhythm.
Now it is time to create a three-part lesson that builds onto what they learned in the first activity. The first activity was focused mainly on crossing the midline and moving to the steady beat with scarves. In lesson two, I would like to develop an air drumming dance that crosses the midline while keeping a steady beat. In this activity, it is my intention to layer difficulty levels by introducing hand and foot movements along with rhythm.
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