Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Shelly M.; Pearson, Dunn, Jr. |
|---|---|
| Titel | Music: Highly Engaged Students Connect Music to Math |
| Quelle | In: General Music Today, 27 (2013) 1, S.18-23 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1048-3713 |
| DOI | 10.1177/1048371313486478 |
| Schlagwörter | Music; Music Education; Mathematics Instruction; Music Theory; Musicians; Mathematics Teachers; Musical Composition; Elementary School Students; Student Evaluation |
| Abstract | A musician and a mathematics educator create and implement a set of elementary school lessons integrating music and math. Students learn the basics of music theory including identifying notes and learning their fractional values. They learn about time signatures and how to determine correct note values per measure. Students are motivated by listening to popular culture music such as Miley Cyrus and Justin Bieber and clapping to the beat. The culminating activity involves students creating their own four-bar phrase using their knowledge of time signature, note values, and fraction addition. Finally, the music teacher or capable student can sing or perform student-created phrases. The lessons described in this article provide strategies to help music educators and elementary school classroom teachers integrate music with math. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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