And without our geometric dancing, students don’t always internalize the vocabulary. In addition, mathematical knowledge plays a crucial role in understanding the contents of other school subjects such as science, social studies, and even music. Without internalizing the vocabulary first, however, students will not be successful with these more rigorous tasks. I also have students create visual flow charts to see how quadrilaterals can be compared and contrasted, and we measure every angle with the corner of a piece of paper. Some students can naturally make this transfer, but most students need a scaffold to connect their movements to the types of questions that are presented to them as they use attributes of polygons to identify them like the examples shown here, or explain the mathematical difference between a square and a rectangle.įor this reason, I balance our movement activities with visual art activities. However, it is important to bridge the movement to paper, since that’s how students will need to demonstrate their proficiency. These movement activities are an integral part of my geometry unit, and I wouldn’t want to teach the concepts without them. Students could import these into Adobe Spark and add music to create a music video similar to those we viewed of Pilobolus. Since virtually everyone likes music, incorporating it into social studies is. Note: As an extension or in place of these performances, students could take pictures of the performers as they create each geometrical movement and label the geometry with an app such as Skitch or Seesaw. Mathematics teachers have found the potential of music activities to teach different mathematics topics and concepts such as number concepts, basic operations and geometry (An & Tillman, 2015. Along the same lines, music can be used to illustrate the properties of sound (frequency, amplitude, complexity). This gives me an opportunity to do some formative assessment as I observe which students seem to understand the vocabulary, and which groups could demonstrate some examples of positive and negative space. All that a teacher needs is a set of rhythm instruments, many of which can be made by the children a few charts or posters depicting musical instruments a phonograph, tape recorder, or CD player, a few musical selections and an object that. After each group’s performance, the audience members share the vocabulary words they thought they noticed and the performing group gives them feedback, sometimes demonstrating the pose again to show the polygon (or other term) that they created. Activities integrating music and mathematics do not require musical training or expensive equipment.
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