Implementing Universal Design Principles in Music Teaching

Armes, Jocelyn W.; Harry, Adam G.; Grimsby, Rachel

doi:10.1177/00274321221114869

Cited by 4 publications

(2 citation statements)

References 10 publications

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“…To reach large numbers of students in relatively short amounts of instructional time, it is critical for educators to select highly effective strategies. In addition, these strategies must be accessible to students with a wide array of learning needs.Music education scholars (Armes et al, 2022;Darrow, 2010;Draper, 2022;Salvador & Culp, 2022) have suggested universal design for learning (UDL) (CAST, 2016) as an approach for critically considering music instruction and ensuring equitable access to all students. UDL is an educational framework focused on removing barriers and providing support to enable all students to be successful in the classroom (CAST, 2016).…”

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“…Music education scholars (Armes et al, 2022; Darrow, 2010; Draper, 2022; Salvador & Culp, 2022) have suggested universal design for learning (UDL) (CAST, 2016) as an approach for critically considering music instruction and ensuring equitable access to all students. UDL is an educational framework focused on removing barriers and providing support to enable all students to be successful in the classroom (CAST, 2016).…”

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confidence: 99%

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Student Perceptions of Glover/Curwen Hand Signs in the Elementary Music Classroom

Mayo

2023

Update: Applications of Research in Music Education

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Elementary music educators use a variety of strategies in classroom instruction. The purpose of this case study was to explore student perceptions of Curwen hand signs, a common instructional strategy in elementary music classrooms. Second- and third-grade students reported various challenges, benefits, and influential factors surrounding hand sign use. Results indicated that students enjoyed movement activities and benefited from visual and physical reminders of singing tasks during instruction. They described several challenges, including multitasking, required background knowledge, and distraction. Influential factors included a learning curve, accuracy, placement, pattern length and complexity, and enjoyment. The results of this study suggest that hand signs should be considered one instructional strategy in a toolbox of multiple approaches.

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Student Perceptions of Glover/Curwen Hand Signs in the Elementary Music Classroom

Mayo

2023

Update: Applications of Research in Music Education

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Ability-Responsive Instruction in Secondary Ensembles: Lessons From COVID-Era Interactions

Salvador,

Harry

2024

Update: Applications of Research in Music Education

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After making instructional changes due to COVID-19 lockdowns, secondary ensemble teachers reported stronger personal connections with students and increased focus on developing individual musicianship. Using an online survey, we examined if and how the shift to online instruction affected secondary music ensemble teachers’ perceptions and practices regarding individualizing instruction, particularly for students with Individual Education Plans (IEPs) or 504s. Respondents ( N = 99) answered short-answer and Likert-type items. Overall, they rated themselves as effective at individualizing instruction and meeting music learning needs for students with IEPs and 504s both online and in person. Participants shared strategies they used online and in person, including using individual video assessment submissions and at-home practice videos. We conclude with suggestions for how secondary music ensemble teachers could extrapolate the practices we described in this article to their classrooms.

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Designing Inclusive Learning Environments

Sharma,

Thakur,

Kapoor

et al. 2023

The Impact and Importance of Instructional Design in the Educational Landscape

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The practical use of universal design for learning (UDL) in inclusive learning environments is examined in this chapter. It seeks to provide educators and other educational stakeholders a thorough grasp of UDL and its advantages for learners from varied backgrounds, as it gives readers the skills necessary to develop inclusive learning environments by examining UDL ideas, implementation procedures, and design concerns. Equal access to education, student participation, and adaptable assessment techniques are among the major issues covered, which places a strong emphasis on the value of allowing students to express themselves in a variety of ways and encouraging motivation in all students. It also talks about creating inclusive physical and digital learning environments, encouraging teamwork, and assisting teachers in successfully using UDL. This chapter highlights UDL's difficulties and potential drawbacks in order to guide future advancements by offering advice and insights to educators working to establish inclusive learning environments.

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Implementing Universal Design Principles in Music Teaching

Cited by 4 publications

References 10 publications

Student Perceptions of Glover/Curwen Hand Signs in the Elementary Music Classroom

Student Perceptions of Glover/Curwen Hand Signs in the Elementary Music Classroom

Ability-Responsive Instruction in Secondary Ensembles: Lessons From COVID-Era Interactions

Designing Inclusive Learning Environments

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