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Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
Rockin' with the stars
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Rockin' with the stars

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  • 1. Rockin’ With The S.T.A.R.S . By Tina Jackson, Jean Lawson, and Judy Province Great Falls Elementary School
  • 2. Rationale <ul><li>In an effort to effect change, the impetus of our inquiry </li></ul><ul><li>project was to show evidence of a connection between </li></ul><ul><li>music, movement and mathematics. We wanted to see if </li></ul><ul><li>an integration of math, movement and music, linked to the </li></ul><ul><li>standards that we teach, would make a difference in the </li></ul><ul><li>learning of mathematics. </li></ul>
  • 3. Research indicates: <ul><li>Children need active learning experiences in meaningful context to develop complex thinking and problem solving skills. </li></ul><ul><li>Music develops pattern making skills critical to mathematics. </li></ul><ul><li>Information is easily recalled when put to music and song. </li></ul><ul><li>Dance and/or movement develop spatial perception and directionality. </li></ul>
  • 4. <ul><li>“ Musical, visual, and </li></ul><ul><li>kinetic arts enhance </li></ul><ul><li>the important and </li></ul><ul><li>distinct neurological </li></ul><ul><li>systems that drive </li></ul><ul><li>attention, emotion, </li></ul><ul><li>perception, motivation, </li></ul><ul><li>motor coordination, </li></ul><ul><li>learning and memory.” </li></ul><ul><li>-Eric Jenson </li></ul>
  • 5. <ul><li>The idea for our inquiry project came while attending a </li></ul><ul><li>workshop conducted by Marie Moore at the regional </li></ul><ul><li>mathematics conference in Greenville, South Carolina. </li></ul><ul><li>Mrs. Moore, a first grade teacher from Myrtle Beach, South </li></ul><ul><li>Carolina, found a way to incorporate music and </li></ul><ul><li>mathematics with her children. Her classes consistently </li></ul><ul><li>score higher than other classes in the school and district on </li></ul><ul><li>the Metropolitan Readiness Test and Palmetto </li></ul><ul><li>Achievement Test. </li></ul>
  • 6. Rock and Rhyme Math by Marie Moore <ul><li>Classroom tested, teaching resource </li></ul><ul><li>Integrates music, dance, and math </li></ul><ul><li>Correlated with NCTM standards </li></ul><ul><li>Easy to use, interactive compact disc for teachers and parents </li></ul>
  • 7. Great Falls Elementary School-wide Demographics <ul><li>Located in rural, low socio-economic area of Chester County </li></ul><ul><li>Title I school </li></ul><ul><li>Serves approximately 445 students in Pre-K through 4 th grade </li></ul><ul><li>62% of student population qualify for free/reduced meals </li></ul><ul><li>61% Caucasian, 21% African American, and 10% other ethnicities </li></ul>
  • 8. Kindergarten
  • 9. First Grade Test Score and Percentage
  • 10. Second Grade
  • 11. Evidence of Growth <ul><li>Effective teacher leaders constantly seek </li></ul><ul><li>best practices for their students. The </li></ul><ul><li>opportunity to find something innovative, try </li></ul><ul><li>it out, analyze the data, and consider the </li></ul><ul><li>essential research, allowed us to reflect on </li></ul><ul><li>the ways in which our inquiry project </li></ul><ul><li>impacted student learning in our </li></ul><ul><li>classrooms. </li></ul>
  • 12. Our Final Thoughts… <ul><li>Now that we have proof of a positive relationship between </li></ul><ul><li>mathematics, movement, and music within our individual </li></ul><ul><li>classrooms, we believe the impact of this project could be </li></ul><ul><li>beneficial to our entire school. Because educational reform </li></ul><ul><li>can be the catalyst for change, we will provide a </li></ul><ul><li>professional development opportunity for our colleagues at </li></ul><ul><li>Great Falls Elementary School. We will explore the </li></ul><ul><li>possibility of making this powerful teaching tool a part of </li></ul><ul><li>everyone’s daily routine, therefore, impacting student </li></ul><ul><li>learning. </li></ul>
  • 13. <ul><li>“ The greatest thing in </li></ul><ul><li>this world is not so </li></ul><ul><li>much where we are, </li></ul><ul><li>but in what direction </li></ul><ul><li>we are moving.” </li></ul><ul><li>-Oliver Wendell Holmes </li></ul>
  • 14. Works Cited <ul><li>Cheek, J., & Smith, L. (1999). Music training and mathematical achievement. </li></ul><ul><li>Adolescence, 34 (136), 759-61. </li></ul><ul><li>Graziano, A., Peterson, M., & Shaw G. (1999). Enhanced learning of proportional math </li></ul><ul><li>through music training and spatial-temporal training. Neurological Research, 21 (2), 139-52. </li></ul><ul><li>Jenson, E., & Dabney, M. (2000). Learning Smarter. 1st ed. San Diego, CA: The Brain </li></ul><ul><li>Store, Inc.. </li></ul><ul><li>Rabkin, N., & Redmond, R. (2006). The arts make a difference. Educational Leadership, 63 (5), 60-64. </li></ul><ul><li>Rief, S. (2001). The importance of music, art, and movement/dance activities. </li></ul><ul><li>Retrieved Mar. 24, 2006, from LD Online Web site: http://www.ldonline.org/ld_indepth/parenting/music. </li></ul><ul><li>Wallace, W. (2006). Memory for music: effect of melody on recall of text. Journal of </li></ul><ul><li>Experimental Psychology: Learning, Memory and Cognition, 20 (6), 1471-85. </li></ul>

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