Correlating Music Education Standards with STEM

Jordi Vilanova andDr. Patrick HerakWesterville North High School

Preface

We need to make connections!Science compliments musicMusic 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!”

Preface

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)

Sound Waves

Speed= Frequency x Wavelength; Amplitude

Sound Waves

Which 3 are saxophones and which is the clarinet?

Sound Waves

Is a french horn more like a cornet, trumpet and alto horn?

Sound Waves

Or a trombone and tuba?

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?

A=440

A=441

A=442

A=443

A=444

A=445

A=440

A=441

A=442

A=443

A=444

A=445

A=440

A=440

A=440

A=441

A=442

A=443

A=444

A=445

A=440

A=440

A=440

A=440

Tuning (Science or Artistry?)

Dr. Shelley Jagow – Developing The Complete Band Program

Tuning and Temperature

Does a horn go flat or sharp when it is cold out?

Thermal expansion/compression vs. frequency

Velocity/wavelength = frequency

Rhythmic Accuracy

If you could only do one, would you listen to the ensemble or watch the conductor?

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

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

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

Balance (Science or Artistry?)

Balance (Science or Artistry?)

Balance (Science or Artistry?)

STEM

Science, Technology, Engineering and Mathematics

Design an InstrumentDesign a practice regimenEvaluate a performance

Collecting Data

Qualitative v. QuantitativeGood data is accurate, reliable and

precisePlanning, evaluation, and reflection are

key steps in problem solving and science that are often overlooked.

STEM – Design an Instrument

Science Olympiad (http://soinc.org/sounds_of_music_c)

Drumbone PVC-lophone

Elementary School Percussion Strings Wind

STEM – Design an Instrument

STEM – Design an Instrument

STEM – Design an Instrument

STEM – Design an Instrument

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?

Evaluating Music

Vaughan Williams – Sea Songs

Rate from 0-200

0-50 = Fair

51-100 = Good

101-150 = Very Good

151-200 = Outstanding

Scoring RVW

AVG STDEV

Pitch/correct notes 16.5 2.6

Rhythmic accuracy and clarity 16.6 2.6

Use and control of Tempi 16.4 3.3

Dynamic Range 14.6 3.1

Precision 15.4 2.5

Tuning/Intonation 16.0 1.5

Sound Quality 15.2 2.2

Balance 14.0 2.8

Soloists 15.9 3.2

Artistic expression/musicality 13.9 3.7

TOTAL w/RUBRIC 154.6 21.3

TOTAL w/NO RUBRIC 139.1 33.5

Shameless Plugs

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.