Post on 26-May-2015
transcript
Rockin’ With The S.T.A.R.S.
ByTina Jackson, Jean Lawson,
and Judy Province
Great Falls Elementary School
Rationale
In an effort to effect change, the impetus of our inquiry
project was to show evidence of a connection between
music, movement and mathematics. We wanted to see if
an integration of math, movement and music, linked to the
standards that we teach, would make a difference in the
learning of mathematics.
Research indicates:
• Children need active learning experiences in meaningful context to develop complex thinking and problem solving skills.
• Music develops pattern making skills critical to mathematics.
• Information is easily recalled when put to music and song.
• Dance and/or movement develop spatial perception and directionality.
“Musical, visual, andkinetic arts enhancethe important anddistinct neurologicalsystems that driveattention, emotion,perception, motivation,motor coordination,learning and memory.”
-Eric Jenson
The idea for our inquiry project came while attending aworkshop conducted by Marie Moore at the regionalmathematics conference in Greenville, South Carolina. Mrs. Moore, a first grade teacher from Myrtle Beach, SouthCarolina, found a way to incorporate music andmathematics with her children. Her classes consistentlyscore higher than other classes in the school and district onthe Metropolitan Readiness Test and PalmettoAchievement Test.
Rock and Rhyme Mathby Marie Moore
• Classroom tested, teaching resource
• Integrates music, dance, and math
• Correlated with NCTM standards
• Easy to use, interactive compact disc for teachers and parents
Great Falls Elementary School-wide Demographics
• Located in rural, low socio-economic area of Chester County
• Title I school• Serves approximately 445 students in Pre-K
through 4th grade• 62% of student population qualify for
free/reduced meals• 61% Caucasian, 21% African American, and
10% other ethnicities
Kindergarten
Gains Revealed from Baseline to Winter
0
20
40
60
80
100
120
Numbers 1-10(Out of
Sequence)
Extends aTwo PartPattern
Days of Week(In Sequence)
Months ofYear (In
Sequence)
Standards
Fin
din
gs
in
Pe
rce
nta
ge
Baseline
Winter
First Grade
Test Score and Percentage
0
10
20
30
40
50
60
70
80
90
100
Test Scores in Percentage
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Students
Gains Revealed From Second Nine Weeks To Third Nine Weeks
Second NineWeeksThird NineWeeks
Second GradeMAP Scores
175
179
183
180179
178
182
188
185
181
185
193 193
195
187
165
170
175
180
185
190
195
200
Number & Operations Algebra Geometry Measurement Data Analysis &Probability
Strands
Fall Winter Spring
RIT
Score
s
Evidence of Growth
Effective teacher leaders constantly seekbest practices for their students. Theopportunity to find something innovative, tryit out, analyze the data, and consider theessential research, allowed us to reflect onthe ways in which our inquiry projectimpacted student learning in ourclassrooms.
Our Final Thoughts…
Now that we have proof of a positive relationship betweenmathematics, movement, and music within our individualclassrooms, we believe the impact of this project could bebeneficial to our entire school. Because educational reformcan be the catalyst for change, we will provide aprofessional development opportunity for our colleagues atGreat Falls Elementary School. We will explore thepossibility of making this powerful teaching tool a part ofeveryone’s daily routine, therefore, impacting studentlearning.
“The greatest thing in
this world is not somuch where we
are,but in what
directionwe are moving.”
-Oliver Wendell Holmes
Works CitedCheek, J., & Smith, L. (1999). Music training and mathematical achievement.
Adolescence, 34(136), 759-61.
Graziano, A., Peterson, M., & Shaw G. (1999). Enhanced learning of proportional math through music training and spatial-temporal training. Neurological Research,21(2), 139-52.
Jenson, E., & Dabney, M. (2000). Learning Smarter. 1st ed. San Diego, CA: The Brain Store, Inc..
Rabkin, N., & Redmond, R. (2006). The arts make a difference. Educational Leadership, 63(5), 60-64.
Rief, S. (2001). The importance of music, art, and movement/dance activities. Retrieved Mar. 24, 2006, from LD Online Web site: http://www.ldonline.org/ld_indepth/parenting/music.
Wallace, W. (2006). Memory for music: effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory and Cognition, 20(6), 1471-85.