Adding to, not taking away: Mathematics and music in the primary classroom

Pamela Perger, Karen Major, Robyn Trinick

Abstract


This article explores the curriculum integration of two learning areas: mathematics and music. We review the literature around effective integration and describe what integration might look like within a primary classroom. Integrating learning areas provide students with the opportunity to encounter key ideas/concepts in a variety of contexts. Students are able to utilise their knowledge and strength in one area to support their learning in another. As students make connections across learning areas there is an opportunity for them to develop a deeper understanding of the underlying concepts. We draw on our shared knowledge of our respective fields, music and mathematics education to offer an example of what a planned learning experience might look like. A plan that explores the concepts of pattern while maintaining the integrity of the learning in both music and mathematics.


Keywords


mathematics; music; authentic integration

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DOI: http://dx.doi.org/10.15663/tandc.v18i1.317

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Copyright (c) 2018 Pamela Perger