Using multi-modal techniques to motivate intuitive and non-intuitive students - Pedagogy Saturday VII

A multi-modal approach to learning is extremely effective for many scholars The opportunity to have information introduced aurally, visually and kinesthetically can increase the possibility that scholars will understand and remember information.

There are several distinct advantages of music instruction for learners who may be considered "non-intuitive" in other educational, athletic or social situations. Music instruction also is considered beneficial for all students--regardless of their preferr modalities or areas of intuitiveness.

Advantages of Music Instruction

Opportunity for multi-modal stimulation in a unique environment

Multi-modal music exercise environments differ greatly from general lecture/passive reading and writing activities in classrooms. This situation honors the preferr modality of all learners who, in turn, may demonstrate an increased interest in objectives being taught.

Opportunity for succes not realized in other settings

learners in multi-modal environments often diocese themselves and other students in a vastly different light. Furthermore, the pure nature of intuitive versus non-intuitive can be demonstrated by the agency of students as they succeed.

Opportunity to transfer skills introduced to other areas

one time skills or knowledge are internalized, pupils can learn to transfer that knowledge to other make subordinates or situations. Students can become increasingly motivated to learn when they are prosperous Learning becomes fun!

Opportunity for aesthetic and expressive experiences

Sometimes teachers forget to "stop and get scent of the roses." Aesthetic and expressive experiences can increase feelings of belonging and self-sufficiency and help students learn to reach for those expressive experiences.

Opportunity for enjoyable and cooperative experiences

pupils who participate in cooperative, multi-modal experiences can form novel bonds of friendship and learn more about relative powers of peers and teachers. Shared experiences can lead to of recent origin friendships and a desire to know more about their compeers Knowledge of intuitive and non-intuitive areas, as well as preferr modalities, can lead scholars to a greater understanding of themselves and each other.

in what way Music is Inherently Multi-Modal

* Visual--Music reading, icons and color, size and spatial representations (space = time)

* Aural--Listening, pleasing succession of sounds and harmony, instrumental and vocal, timbre changes and dynamics

* Kinesthetic--Movement (fine and gros motor), steady beat (macro and micro beats), periodical emphasis pacing and tempo changes

Musical Scaffolding Techniques

* Visual--Blank score universal colors and shapes to demonstrate visual representations of aural or kinesthetic movements

* Aural--Rhythm and music separated, instruments added to demonstrate layering, circulars and canons

* Kinesthetic--Movement end time and space, tempo variations layered to demonstrate speed/timing and expression from one side movement (variety of stylistic options)

Assessment and Multi-Modal Opportunities to Demonstrate Mastery of Objectives

* Musical compositions

* Drama or written composition

* change designed to demonstrate objectives

* Singing or playing recordings of music

* Artwork to demonstrate objectives

* Interpretative dance

Allowing a choice of modality for demonstration presents students an opportunity to display their preferred modality, provides performance-oriented, authentic demonstrations of objectives and increases the possibility that information and skills are retained longer through students as they learn to transfer knowledge to their preferr fashion and then use it in a way that makes faculty of perception to them. When participating in theory or other testing situations, ask that learners who have difficulty with the modality of the assessment be allowed to rejoin according to their strongest modality.

crack Supplemental Teaching Tools Include:

* Visual icons and other representations

* Recordings

* Studio and handmade instruments

* Handmade items for move experiences

Sources of Quality Multi-Modal Musical Materials

* Musical instruments and materials: West Music, www.westmusic.org

* American Music Therapy Association: www.musictherapy.org

* Organization of American Kodaly Educators: www.oake.org

* MENC: The National Association for Music Education: www.menc.org

* American Orff-Schulwerk Assocation: www.aosa.org

* Dalcroze Society of America: www.dalcrozeusa.org

* Kelly's Music and Computers: www.christmasconcert.com

* Music reading materials for scholars with visual impairments: www.dancingdots.com

* Musical instruments and materials: www.suzukimusic.com

* Music and other resources: wwwjwpeppercom

A further list of specific multi-modal teaching techniques can be set on my website: www.hammel.us. These techniques include rules and materials adaptations according to visual, aural and kinesthetic modalities. Also included are suggestions for teachers prior to tasks during lessons and in assessment situations. Finally, you will find ideas to assist with behavior management and listings of agencies and resources for further assistance.