In
the elementary classroom, I commonly teach fractions. Fractions are taught from 2nd
grade on, each year covering the topic in more depth. One resource that could be used to enrich
student learning is a program called Academic Music. This curriculum, created by San Francisco
State University researchers, teaches fractions through rhythm, tapping,
drumming and musical notes. This focus
on symbolic learning that is not dependent on language can be especially
beneficial to English Language Learners and students from low-income
communities. Since the “Academic Music”
curriculum is designed to be taught by general education teachers, I would be
able to use this music as an interdisciplinary method to promote a deeper
understanding of fractions.
Another
resource that could be used to teach fractions is an art book by Ed
Emberly. These art books teach children
how to make animals and birds by dividing circles. This activity could be extended to serve higher
grade levels by using more complex shapes (i.e. hexagon). The teacher could ask the students to divide their
circles in half, in fourths, etc. for the students to demonstrate understanding
of the concept. Next, the students could
label these pieces with the correct faction and then use them to create
artwork. By having students cut shapes
into fractions, they develop their conceptual understanding of fractions and
then become more invested in the math because they get to create something of
their own.
Being
a multiple subject elementary teacher, I strive to use an interdisciplinary
approach to teaching whenever possible.
I believe students can potentially become more invested and get more out
of lessons that have multiple content areas present. I believe that the interdisciplinary approach
(i.e. incorporating art into a science lesson or music into a history lesson)
enriches students’ understanding of the material. The only potential drawback I see is that a
student who is usually successful in one content area could end up being less
successful if the new content area that is added to create an interdisciplinary
approach is one that the student usually struggles with. For example, an ELL student who usually understands
and accelerates with the traditional approach to math instruction could struggle with a math
approach that had a language arts component added to it.
Music and Fractions:
Art and Fractions:
http://suite101.com/article/fraction-art-projects-a39438
Meg, I responded to Sarah Fredricks: http://enlightenedclassroom.blogspot.com/
and Wilson Pang http://misterwilsonpang.blogspot.com/
Meg, I responded to Sarah Fredricks: http://enlightenedclassroom.blogspot.com/
and Wilson Pang http://misterwilsonpang.blogspot.com/
I LOVE the idea of fusing math and music together! I think a lot of misconceptions students get from fractions is that the larger the bottom number the larger the piece of the pie! When hearing a 1/8 beat in music compared to a 1/2 beat, students can actually hear that the 1/2 is longer, and the 1/8 is shorter changing any misconceptions!
ReplyDeleteThanks for sharing Chris!
Wow! What a great resource you found! My music instructors would always bring in math when teaching me theory, etc. I would have loved to have had music brought into my math class. It would have definitely helped solidify a lesson on fractions.
ReplyDeleteI agree that the interdisciplinary approach could potentially not benefit certain students.
Thanks for providing the great resources! I will definitely be incorporating music into my math lessons!