I illustrate how the piece was written, composed, recorded and shared online and I identify how my process afforded minimal barriers to entry. I offer a critical examination of the design of the song, linking the design with scholarly educational principles.
Through personal reflection, I discuss the inspiration, perspectives and influences in creating the song. The song under investigation was designed to inspire and explain mathematical concepts of the number e through verse. In this work I examine a case of arts-integrated teaching in mathematics by investigating a piece of lyrics and music. Keywords: Teaching with Music, Instructional Innovation, Music across the K-12 Curriculum Following our results, we discuss our findings, the implications, and considerations for practice. We found differences by grade levels and relationship to years of teaching and class size. In our exploratory study, we surveyed 167 teachers and found low levels of preparation and comfort, support for using music in teaching, recognition of benefits to student motivation to learn, and increases retention of content. The lack of preparation led us to wonder, what are the perceptions and practices of K-12 teachers across the curriculum for using music for instruction. However, K-12 teachers are no longer commonly prepared to teach using music and rely on music specialists for any music instruction. Music has been used effectively to teach reading and other skills and has been found to increase student learning and knowledge retention. Efforts to engage students in learning, teachers may engage in a range of instructional approaches, including using music.
0 kommentar(er)
