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Math and Music

Math and Music. Laura Roberts. Title of Project. Enhancing Learning in Mathematics at the Junior Elementary Level by Way of Music in a Rural School Setting in Nova Scotia . Rationale.

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Math and Music

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  1. Math and Music • Laura Roberts

  2. Title of Project • Enhancing Learning in Mathematics at the Junior Elementary Level by Way of Music in a Rural School Setting in Nova Scotia

  3. Rationale • I have a music background and I am interested in studying the effects of using music in the regular classroom to enhance students’ learning. Over the years, I have observed the effect music has on children in the classroom as a motivator and as a calming mechanism to promote positive behaviour. I am interested in researching whether or not music can actually help students learn more easily and more efficiently in the regular classroom, particularly in the area of mathematics. I would like to develop a program that teachers, both musical and non-musical, could implement into their math curriculum for grade three.

  4. Reasons to add music to math: • 10 Great Reasons to Use Music - from Eric Jensen’s Book “Top Tunes for Teaching” p. 1/2 • Increase Social Contact- creates a positive, relaxed mental state • Prime Students for Learning- helps put students in a particular mental state, also some songs have content applicable lyrics • Entrain emotional states of mind – “When everyone in the audience hears the same piece of music over time, they often get into the same emotional state, mental rhythm, and frame of mind. Music creates a harmonic beacon for our bodies to follow.” • Deliver key messages – music sometimes can do this better than we can • Provide a background for physical movement- gets people moving • Evoke specific memories- “Certain songs may remind listeners of what they were doing when they first heard that song. Other songs may invite the listener to evoke a new memory not previously associated with the song. • Energize a group- fast music, music with 100-140 beats per minute is both stressful and energizing. You can use this as a tool to get students up and moving or busily working to meet a deadline. • Establish an auditory backdrop- music with 55-70 beats per minute. Backdrop music can provide a stable and predictable backdrop to the days events. • Calm the mind and body-40-55 beats per minute Music at this tempo forces the mind and body to slow down. • Heal – some evidence to suggest that some music when used in certain ways reduces stress and strengthens the immune system.

  5. Literature Review • The literature review has been a challenge in that the research available in the area of music and math in rural schools is limited and not fully explored at this time. I have found several articles on the effects of music in general, background music which help with anxiety and focus, and the study of music which develops the brain. Research in brain-based teaching is accessible as well as the idea of music being one of the multiple intelligences. Overall, it is generally agreed that music has many benefits, but one has to be careful in assuming that music makes you smarter in other subjects. There is a correlation between math and music.

  6. The Patterns of Music: • The Patterns of Music • http://www.naeyc.org/files/yc/file/201201/Geist_Patterns_of_Music_Jan012.pdfc_Jan012.pdf

  7. Learning Outcomes • Enhancing Learning in Mathematics at the Junior Elementary Level by Way of Music in a Rural Setting in Nova Scotia • Unit: Patterns and Relations • Focus in this power point: patterning • Grade : 3 • Teacher’s Guide: page 102- 112

  8. General and Specific: • General Curriculum Outcomes: • GCO: Students will be expected to use patterns to describe the world and solve problems. • Specific Curriculum Outcomes: • SCO PRO1: Students will be expected to demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds and actions. • SCO PRO2: Students will be expected to demonstrate an understanding of decreasing patterns by describing, extending, comparing, and creating numerical (numbers to 1000) patterns and non-numerical patterns using manipulatives, diagrams, sounds and actions.

  9. Performance Indicators: • Performance Indicators: SCO PRO1 • PRO1.01 Identify and describe increasing patterns. • PRO1.02 Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues. • PRO1.03 Extend a pattern, using the pattern rule, for the next three terms. • PRO1.04 Compare numeric patterns • PRO1.05 Identify and explain errors in a given increasing pattern • PRO1.06 Create a concrete, pictorial, or symbolic representation of an increasing pattern for a given pattern rule. • PRO1.07 Create a concrete, pictorial, or symbolic increasing pattern and describe the pattern rule. • PRO1.08 Solve a given problem using increasing patterns. • PRO1.09 Identify an describe the strategy used to determine a missing term in a given increasing pattern. • PRO1.10 Use ordinal numbers (to 100th) to refer to or predict terms within an increasing pattern.

  10. Performance Indicators: • Performance Indicators: SCO PRO2 • PRO2.01 Identify and describe decreasing patterns. • PRO2.02 Describe a given decreasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues. • PRO2.03 Extend a pattern, using the pattern rule, for the next three terms. • PRO2.04 Compare numeric patterns • PRO2.05 Identify and explain errors in a given decreasing pattern • PRO2.06 Create a concrete, pictorial, or symbolic representation of a decreasing pattern for a given pattern rule. • PRO2.07 Create a concrete, pictorial, or symbolic decreasing pattern and describe the pattern rule. • PRO2.08 Solve a given problem using decreasing patterns. • PRO2.09 Identify and describe the strategy used to determine a missing term in a given decreasing pattern. • PRO2.10 Use ordinal numbers (to 100th) to refer to or predict terms within a decreasing pattern.

  11. Teaching Activities: • Calendar Activities: Song: Days of the Week/Months of the Year Song • YouTube: Google and you will find several raps and songs for the Days of the Week and The Months of the Year • There are three which I have chosen: Days of the Week Rap Back – Jack Harmann • Days of the Week (Clap!Clap!) tune- The Addams Family • Months of the Year – tune -Michael Finnegan • Once you find a song that you feel your students would like, save to favorites.

  12. Resources: • List of CD’s: I purchased these from Amazon.ca • Subtraction Unplugged • (More to be added) • Reference Materials: • “Top Tunes for Teaching” by Eric Jensen • Singing Games, Vol. 1 and Vol. 2 CD by Denise Gagne (Empire Music)

  13. Websites: Sites: http://www.mathdynamics.com/skip_counting.htm http://www.havefunteaching.com/songs http://www.songsforteaching.com/jennyfixmanedutunes/itspatterntime.htm

  14. “Wake Up Brains” Multiplication Warmup

  15. You Tube Videos: • Ram Sam Sam • Stomp and Clap • Days of the Week (Adams Family tune)

  16. A Ram Sam Sam • www.youtube.com/watch?v=zBttxAMxaXE#aid=P9zy8YO7GyQ

  17. Stomp and Clap • www.youtube.com/watch?v=NFmu1y-TUhw

  18. Days of the Week Song

  19. Days of the Week –Addams Family • www.youtube.com/watch?v=HtQcnZ2JWsY

  20. Math Stations

  21. Lesson Plan Sample: • PRO 1.07 Creating a concrete, pictorial or symbolic increasing pattern and describe the pattern rule.

  22. Lesson Activities for Increasing Patterns: • www.LearnAlberta.ca

  23. The Green Grass Grew All Around

  24. The Green Grass Grew All Around • www.youtube.com/watch?v=5B_XLQ_VamM

  25. There’s a Hole in the Bottom of the Sea

  26. There’s a Hole in the Bottom of the Sea • www.youtube.com/watch?v=Nea3VnQniMQ

  27. There was an Old Lady who Swallowed a Fly

  28. There Was an Old Lady -Song • www.youtube.com/watch?v=8a13-JbxC98

  29. Literature with Growing Patterns • Ten Black Dots – Donald Crews • The Very Hungry Caterpillar – Eric Carle • Rooster’s Off to See the World – Eric Carle • The Hunter – Pat Hutchins • Warthogs in the Kitchen – Pamela Edwards • Fiddle I Fee – Melissa Sweet • Over in the Grasslands – Anna Wilson • Counting Crocodiles – Judy Sierra • Bat Jamboree – Kathie Apelt • Six Dinner Sid- Inga Moore

  30. Songs with Motions: • My Granny Went to the County Fair • My Name is Joe and I Work in a Button Factory (Google video on You Tube) • www.youtube.com/watch?v=OVEnGhVVYHg

  31. Classroom Compass • http://www.sedl.org/ • Within this site, search for Classroom Compass: The Rhythm of Mathematics

  32. Rhythm Instruments:

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