Conventions For Using This Site - click on any photo to enlarge it - items that are underlined with red text are linked to downloadable PDF files Research Project by Dr. Lee Willingham Ontario Institute for Studies of Education University of Toronto Impact of instrumental music instruction on achievement and attitudes in the students, teachers, and community of Joyce Public School. The purpose of this unit is to provide lessons that will enhance student understanding of specific mathematical and musical concepts in the junior grade curriculum. It is designed for the classroom teacher with little or no music background. It is not intended to be a comprehensive course in mathematics or music, but a way of integrating the subjects to enhance student achievement in both areas. The relationship between music and math can be traced back in history to Pythagoras, who developed a musical scale based on his understanding of math and science. There is a large body of research that connects early childhood music instruction with higher achievement in mathematics. Eric Jenson (The Arts with the Brain in Mind, ASCD, 2001) suggests further that the musical arts are not only part of our built-in, biological design, but they may even be responsible for developing essential neurobiological systems. According to the Theory of Multiple Itelligences, (Gardner, 1988), music is one of the most powerful ways of comtemplating and understanding the world.	View using the Ontario Curriculum Planner... (click here to find out more) View online via our Website: Subtask 1 Subtask 2 Subtask 3 Subtask 4 Subtask 5 Subtask 6 Subtask 7 Subtask 8 Subtask 9 Subtask 10 Musical Terms Examples
Music provides a holistic experience that introduces math concepts using senses that are not used in routine mathematics classes. This unit is organized by the connection of the major strands in mathematics to elements of music: rhythm and number sense, pitch and data management, patterning and form, measurement and timbre. Reading music involves learning a complex language or code, and interpreting symbols and information in a logical manner. When a student creates or plays a piece of music, it is a performance task that integrates a variety of mathematical concepts and abilities: measuring time, combining fractions, recognizing patterns, matching pitches, and reading and analyzing data. Students write and play compositions that incorporate the concepts taught throughout the unit.
"At Joyce Public school we feel music is such an important, enriching activity that we attempt to provide community programs that support this learning."
Also, please see our Digital Music Opportunities at Joyce Public School.

Intro | Subtask: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | Musical Terms | Examples

Developed by:	David deBelle (Mathematics)
	Anthony Micallef (Music)
(To contact by email, click on their names)