Focus on Math, Music and Science
Bear Creek Elementary School is a dynamic, innovative focus school that emphasizes the multi-faceted cognitive and conceptual connections among mathematics, science and music. The emphasis on these areas and our involvement with the University of Colorado creates an exciting, dynamic milieu of investigative and creative study.
BRIEF HISTORY OF OUR FOCUS SCHOOL
Seven years ago, the Bear Creek community was surveyed and the results revealed that a strong foundation in literacy, mathematics, and science enhanced by rich experiences in the arts – particularly math, music and science were desired. This information, along with research which the staff conducted on the value of integrating these areas of study, led to the implementation of our focus school in 1996.
RESEARCH
Music shares many conceptual elements with math and science. For example, the concepts of structure, change and interaction are underlying themes that permeate all three areas. Other examples include patterns of rhythm and pitch, the mathematics of notation and the science of sound. Music complements science and mathematics because it nurtures different modes of reasoning and extends the scientific explanation of reality with a heightened affective component.
The idea of including music with math and science stemmed from the coalescence of several factors. These were: the national attention gained by research about the benefits of music study, an awareness of notable University of Colorado professors who also were skilled musicians, and the increasing number of music majors who successfully pursued double majors.
There is extensive research to support the value of integrating subject matter in elementary school. Instead of teaching each subject as if it were unconnected to other disciplines, the integrated curriculum helps students recognize the meaningful relationships across subject areas (Everett, 1992). The nature of an integrated curriculum provides students with greater and more meaningful opportunities to develop and use critical thinking skills (Resnick, 1987). Just as important, an integrated curriculum encourages greater motivation to learn because students are engaged in activities that present subject matter in more creative and personally meaningful ways (Marx et al., 1994; Gaskins et al., 1992).
DEVELOPMENT OF THINKING SKILLS
The classroom culture is conducive to developing and nurturing a deeper understanding of powerful math and science ideas. Teachers encourage a questioning atmosphere in all subject areas and demonstrate an important interest in what students are thinking and how they are thinking.
UNIVERSITY OF COLORADO
Bear Creek Elementary and the University of Colorado have a dynamic partnership. In past years, each grade level worked with engineering students who taught motivating lessons and provided exciting hands-on activities for students in our science lab.
During the 2002-03 school year, grades 3-5 had the opportunity to pilot outstanding engineering lessons and activities with strong connections in math and science. They were written by teachers from our school, along with two other schools in the district, and engineering students. They will become part of a future website constructed by the engineering department at CU.
SAMPLE UNIT DESIGN
The following sample unit design illustrates how one topic is taught and connected among music, math and science disciplines.
The study of insects will be explored through connected studies in mathematics, music and science. The children will acquire a dynamic understanding of insects as they discover information through mathematical explorations, including communicating, comparing, and organizing; through scientific observations and research; and, through musical expressions, including listening, performing, and composing.
Children will learn about insects through the different disciplines by learning about the habitats of different insects (science), graphing the different habitats (math), and listening to compositions such as “The Flight of the Bumblebee,” which was inspired by insects (music). While learning about life cycles, children will record on time lines and calendars. When studying physical characteristics, children will make graphs, use the principle of symmetry to make drawings, and measure to make observations more accurate. In music, they will apply their knowledge about the sounds insects produce by performing pitch and patterns with voice and instruments. Flight paths of insects will be depicted through melody and tempo in selected symphonic compositions. In science, students will learn about insects by observing (writing), researching (reading), and reporting (speaking and listening).
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