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Correlating Music Education Standards with STEM
Jordi Vilanova andDr. Patrick HerakWesterville North High School
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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!”
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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)
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Sound Waves
Speed= Frequency x Wavelength; Amplitude
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Sound Waves
Which 3 are saxophones and which is the clarinet?
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Sound Waves
Is a french horn more like a cornet, trumpet and alto horn?
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Sound Waves
Or a trombone and tuba?
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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?
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Tuning (Science or Artistry?)
Dr. Shelley Jagow – Developing The Complete Band Program
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Tuning and Temperature
Does a horn go flat or sharp when it is cold out?
Thermal expansion/compression vs. frequency
Velocity/wavelength = frequency
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Rhythmic Accuracy
If you could only do one, would you listen to the ensemble or watch the conductor?
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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
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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
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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
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Balance (Science or Artistry?)
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Balance (Science or Artistry?)
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Balance (Science or Artistry?)
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STEM
Science, Technology, Engineering and Mathematics
Design an InstrumentDesign a practice regimenEvaluate a performance
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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.
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STEM – Design an Instrument
Science Olympiad (http://soinc.org/sounds_of_music_c)
Drumbone PVC-lophone
Elementary School Percussion Strings Wind
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STEM – Design an Instrument
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STEM – Design an Instrument
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STEM – Design an Instrument
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STEM – Design an Instrument
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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?
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Evaluating Music
Vaughan Williams – Sea Songs
Rate from 0-200
0-50 = Fair
51-100 = Good
101-150 = Very Good
151-200 = Outstanding
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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
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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.