Successfully reported this slideshow.

Rockin' with the stars


Published on

  • Be the first to comment

  • Be the first to like this

Rockin' with the stars

  1. 1. Rockin’ With The S.T.A.R.S . By Tina Jackson, Jean Lawson, and Judy Province Great Falls Elementary School
  2. 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. 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. 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. 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. 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. 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. 8. Kindergarten
  9. 9. First Grade Test Score and Percentage
  10. 10. Second Grade
  11. 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. 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. 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. 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: </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>