DIFFERENTIATION ADJUSTMENTS

LEARNING DISABILITIES

– Ensure students receive additional support from the teacher or teacher aide

– Students can work in pairs or small groups when practising speaking the different elements so that they do not feel self-conscious while exploring new abilities  

–  If students require help with writing, the teacher or teacher aide can scribe their response to the rhythm summative assessment task and assist them when they are using the questions to reflect on their learning

VISUAL/HEARING IMPAIRMENTS

– Ensure students are seated at the front of the classroom in close proximity to the screen when watching the videos and looking at visual examples

– When following along with sheet music, ensure students with visual impairments receive an extra large copy in addition to the copy displayed on the screen

– If available, a teacher aide can read the activities out aloud to the student so that they do not have to read

– If students display severe hearing impairments, they can focus on feeling the vibrations of instruments such as the clapping sticks in the rhythm activities and may need to work in a smaller, private room to allow for less background noise when they are working through the tasks

PHYSICAL DISABILITIES

– If students struggle with the fine motor skills required to hold certain instruments, a teacher aide could hold it for them to assist them or they could make modifications to the instrument like attaching it to their desk

– Students may require assistance with clapping and therefore the assessment task could be modified so that they only demonstrate their rhythm pattern verbally

– When students are working in groups, especially for the melody singing activity, other students can come to the student with physical disability so that they do not have to move from their desk/chair

– Ensure other students are aware of students with physical disabilities so that they don’t bump into them if they are moving around the classroom during activities

GIFTED STUDENTS

– If students are completing activities faster than the rest of the class due to having a greater musical ability and comprehension, extension activities should be organised prior for those students to work on. For example, students could create multiple or more complex rhythmic patterns instead of one

GENDER

– It is important that both male and female students are given the same opportunities as each other and that no gender stereotypes are implied. This is especially important in activities where students are watching the videos of male and female singers demonstrating the different musical elements. Male students can sing along with the female singer and visa versa. Creating and listening to music is a gender neutral process and should be treated as such. When students are singing the songs, such as Twinkle Twinkle and Mary Had a Little Lamb, all songs are treated as being for both boys and girls with no boundaries or adjustments.

CULTURAL DIVERSITY 

– For students of Aboriginal or Torres Strait Islander background, some modifications may need to be made to ensure that their cultural values, beliefs and sensitivities are accommodated for.

– When listening to the Aboriginal music included in this package such as the Aboriginal clapping sticks and the Geoffrey Gurrumul Yunupingu song, respect must be given to the Aboriginal and Torres Strait Islander students. They should also be given the opportunity to share their cultural beliefs and backgrounds when reflecting on the music presented.

– Students of Asian background should also be shown the same respect and given the same opportunity for sharing when the Chinese opera song is being discussed by the class.