Correlating Music Education Standards with STEM

1. Correlating Music Education Standards with STEM Jordi Vilanova and Dr. Patrick Herak Westerville North High School

2. Preface We need to make connections! • Science compliments music • Music gives relevance to science If we don’t make connections how can we expect students to? We need to get out of the “Bat Cave!”

3. Good science is… Testable A systematic process Conclusions are based-data Good science is not... Based on faith Based on artistry Based on ethics (However, science can help inform these areas) Preface

4. Sound Waves Speed= Frequency x Wavelength; Amplitude

5. Sound Waves Which 3 are saxophones and which is the clarinet?

6. Sound Waves Is a french horn more like a cornet, trumpet and alto horn?

7. Sound Waves Or a trombone and tuba?

8. Tuning • What does it mean to be “in tune?” • Why do we hear “beats?” • How does the frequency of these “beats” tell us about tuning? • What instrument do you tune to?

9. A=440 A=441 A=442 A=443 A=444 A=445

10. A=440 A=441 A=442 A=443 A=444 A=445

11. A=440 A=440 A=440 A=441 A=440 A=442 A=440 A=443 A=440 A=444 A=440 A=445

12. Tuning (Science or Artistry?) Dr. Shelley Jagow – Developing The Complete Band Program

13. Tuning and Temperature • Does a horn go flat or sharp when it is cold out? • Thermal expansion/compression vs. frequency Velocity/wavelength = frequency

14. Rhythmic Accuracy • If you could only do one, would you listen to the ensemble or watch the conductor?

15. Rhythmic Accuracy March Tempo • 120bpm = 2 beats per sec = 1 beat/0.5 sec • Distance=speed*time = 340m/s * 0.125 sec = 42.5 m

16. Dynamics • How do dynamics (pp, p, mp, mf, f, ff) relate to science? http://www.epd.gov.hk/epd/noise_education/web/ENG_EPD_HTML/m1/images/graph_1_2_b2.gif

18. Dynamics (Science v. Artistry) • What makes good dynamics? (Let’s make a rubric) • Are your requirements different for individuals vs. ensembles? http://www.epd.gov.hk/epd/noise_education/web/ENG_EPD_HTML/m1/images/graph_1_2_b2.gif

19. Balance (Science or Artistry?)

20. Balance (Science or Artistry?)

21. Balance (Science or Artistry?)

22. STEM Science, Technology, Engineering and Mathematics • Design an Instrument • Design a practice regimen • Evaluate a performance

23. Collecting Data • Qualitative v. Quantitative • Good data is accurate, reliable and precise • Planning, evaluation, and reflection are key steps in problem solving and science that are often overlooked.

24. STEM – Design an Instrument Science Olympiad (http://soinc.org/sounds_of_music_c) • Drumbone • PVC-lophone Elementary School • Percussion • Strings • Wind

25. STEM – Design an Instrument

26. STEM – Design an Instrument

27. STEM – Design an Instrument

28. STEM – Design an Instrument

29. Evaluating Music • What can you measure? (Science v. Artistry) • Is your data qualitative or quantitative? • Is your rubric valid? (Does it pass the eye test?) • Can your rubric show improvement? • Does your rubric help create reliable data? • Is your rubric precise enough?

30. Evaluating Music • Vaughan Williams – Sea Songs Rate from 0-200 0-50 = Fair 51-100 = Good 101-150 = Very Good 151-200 = Outstanding

34. Scoring RVW

35. Brass Band of Columbus performs tomorrow (Saturday) at 9:15am March 24th – The Ohio Brass Arts Festival Youth Solo Competition 1st place $100 2nd place $50 No entry fee Open to brass players earning a 1 on a Class A solo at district solo and ensemble contest. Shameless Plugs