Music is filled with complex emotions and understandings that are multidimensional. By exploring emotion and its relationship to music, students can become familiar with complex and abstract processes inherent in music
Students understand the depth and diversity of music by seeing it as more than just notes on a paper, leading to mental and emotional growth.
Until recently, many educators assumed that students who are intellectually gifted are equally capable in every academic situation. This premise is only appropriate for some students.
Even though some struggle in different fields or in behavioral topics, some students may have amazing abilities in music, or creative writing etc etc.
Students who are intellectually gifted can possess an almost limitless amount of creative potential in their area of giftedness. Likewise, students who have differences in learning may also be extraordinarily creative in one or more areas of scholarly pursuit. With strict guidelines or expectations removed, all students are able to create at a level that is comfortable for them and to fully utilize their creative gifts and strengths.
It encourages involvement, drive, and genuine learning growth by allowing all students to fully use their creative talents. Educators can create an environment where each student has the chance to grow creatively by taking into account their unique learning styles and strengths.
Attention-seeking behaviors or behaviors that seem rude can occur, resulting in misunderstandings between teachers and students. These developmentally asynchronous events are disruptive to the classroom routine and to the learning process of all students.
I think educators may handle this with support rather than annoyances when they know the real reasons of these behaviors.
Issues sometimes arise when students who are exceptionally or profoundly gifted are found within an inclusive population of students (Box 8.1 above). These can include underperformance, a need for perfection, behavioral issues, and a feeling of disrespect by these students because their intellectual needs are not being met.
These students could feel sort of disrespected when their advanced skills are disregarded or when tasks are constantly too easy, making them believe that their needs are not considered.
In the past, schools utilized an IQ testing process that included group and/or individual testing of students in schools with results often used to determine the children eligible for gifted programs in schools.
This method excluded lots of students who did not match normal assessment structures, such as those with uneven learning histories or various cultural or language backgrounds.
More work does not necessarily mean a student is learning or is engaged. Students who are gifted can begin to feel their giftedness is a punishment if they are consistently asked or required to complete a greater quantity of work.
This strategy has a chance to create dislike, lower motivation, and portray the idea that moving forward just leads to more work rather than happier or more challenging chances at success. By understanding this, educators can offer more comprehensive, more enjoyable assignments that promote creativity.
Differentiating educational experiences in the music classroom can benefit all learners. When planning lessons, activities, and rehearsals, considering the variant needs of students with differences and disabilities is essential
By understanding this helps educators to develop assignments, plans, tools, and guidelines that give a range in options for students to use, participate in, and succeed in musical education.
Music educators need to know their gifted students’ relative strengths and challenges. Once these specific needs are known, it becomes easier to be aware of possible behavioral triggers for a specific student and ways to lessen the effect these behaviors may have on other students in music.
By noticing these factors, educators can take action to reduce the negative impact on talented students and also the whole group or classroom.
Recently, schools have begun using portfolios, interviews with teachers and parents, and other authentic measures to identify intellectually gifted students who may not score in that range through an IQ test alone.
These approaches focus skills like creativity, problem-solving, and motivation that standard IQ testing could lack. Teachers can put a deeper understanding of a student's abilities by considering actual task examples while receiving feedback from people that know the child well.
There are times when even the most prepared music educator can face behaviors that are more difficult than expected.
This is true, while observing my group mate actually got bit buy a special needs little girl. I know she was probably upset and didn't mean it in that way so once everything was calmed we didn't freak out, however, it just goes to show how you have to be ready for the unexpected.
Parent support and communication are valuable when creating a classroom environment that is positive and student-centered.
As I've stated previously, I 100% agree that parents should be involved in one way shape or form. I understand that every parents relationship is different but I think the parent knows their kid the best as well as the kid knowing themselves so its important for parents to have a say.
Once a music teacher is aware of the students who will be in a specific class or ensemble, they should develop a preliminary strategy for managing behavior.
I agree, I think it is important for teachers to be able to adapt and mold to student(s) needs such as this instance.
Classroom rules should be developed in collaboration with students, school-wide standards of conduct, and the behavior goals of the Individualized Education Program (IEP). As part of this collaboration, students should express their willingness and ability to comply with rules and standards
I agree with this statement, I think the students AND parents should be involved with any district or rule changes as they best know what is write or wrong and what best suits themselves/ their child.
pon coming into class, he will sit down and then almost immediately get back up and walk over to my Take a Break station to play with the glitter bottles, walk around the room to an area of his choice, or go toward the piano and other instruments to explore.
It is interesting to see how Carson uses and utilizes his surroundings. He tends to explore and Id assume he does so to clear his mind or see new things.
n certain instances, it is important to visit students or observe them in these specific therapy settings. Music educators will gain insight into specific learning challenges and language or physical obstacles that may be obstructing the ability of students to learn in the music classroom or ensemble.
Students in music therapy settings gives music educators direct insight into learning, language, and/or physical challenges that may hinder students participation in music classes or ensembles.
Some school districts claim to be “including” students in regular education classrooms but are essentially still mainstreaming them based on the old paradigm.
The author points out that some districts label their practices as “inclusive” but actually follow the same outdated mainstreaming ways of things, this showing us a gap between districts true inclusion and its implementation.
There are many advantages to establishing a practicum setting in a self-contained classroom.
I agree with this point
Whether you are an experienced music educator or an aspiring in-service music educator, it is important to receive some coaching from experienced special educators or therapists when teaching students with differences and disabilities.
It is true that the authors highlight that both beginner and veteran music teachers benefit from coaching by professionals or therapists to improve on how thy should help support for students with disabilities.
However, practicing music educators are encouraged to utilize the observation protocols and other strategies to obtain on-the-job and authentic experience through self-imposed observation, and discussion within the special education framework.
I agree with the authors, they stress that current music teachers should use observation protocols and reflective discussions to gain authentic, experience with special-education practices.