1.

As a music educator, I would plan ahead for this student, and include “add-on” exercises
that will keep them interested and on task, while also not being excluded from the group
work. I can also include parts of the music that are in unison with the rest of the
ensemble, but have varying degrees of other parts, to keep the student challenged.
2. In a general music classroom, I could ask my accelerated student to apply the
knowledge taught to varying instruments and notation. For example, if the class is
learning about chord structures, I can ask my student to create a song, using chord
structures that we learned in class, in the correct order. If this is too easy for him, I can
introduce new chords as well. I can also ask the student to demonstrate on piano.
3. Conductors can include parts that are more difficult than other classmates, such as
optional descants. This allows students to make the decision if they are able to and want
to sing or play at a more difficult level. Also, the organization of the ensemble is
important, for students who need to physically be closer to the conductor, or placing
someone who confidently knows their part next to someone who is still learning it.
4. Most importantly, the teacher has to know the students abilities as well as they can. This
allows teachers to make educated decisions in assessment and assignments for this
student. Some strategies include flexible skills grouping, discussed in question 3,
compacting, which includes focusing on individual aspects of a concept, instead of the
entire concept on a general level. Most difficult first, meaning a student is asked difficult
questions pertaining to the material, to test their proficiency. Lastly, there is orbital study,
which are essentially long term projects revolving around the material taught in class.