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PresentedatHawaiiStrategyInstitute2015

FridayMarch6,2015
WORKSHOPSESSION3
1:30p.m.2:20p.m.(50MinuteSession)

ACrossDisciplinaryEnquiryintoMusicandMathematics:LessonsinMotivation,
Persistence,andPerformance
LA106
AnneKu,UHMauiCollege
AmirhosseinAmiraslani,UHMauiCollege
KaalaCarmack,WindwardCommunityCollege
StephenFox,UHMauiCollege

Researchshowsacloselinkbetweenmusicandmathineducation.
Thepatternsandtherhythmsinthe
musictrainthebrainformathlearning.

Onintelligenceandachievementtests,peoplewithmusicaltraining
outscorethosewithout.Someofthemostbrilliantscientistsandmathematiciansaregiftedmusicians,but
thereverserelationshipdoesnthold.Intrinsicmotivationandselfdisciplinedrivemusicianstopersist,
investingthousandsofhoursindeliberatepracticetoachieveexcellenceinperformance.

Howcanweempowerdevelopmentalmathstudentswiththeconfidencethattheycanandwillsucceed,in
thesamewaythatstudentsofmusicalperformancearemotivated?Howcanwemakematheducationmore
engaging?Howcaneffectiveteachingmethodsincollaborativemusicmakingtransfertocommunity
learninginmathematics?Doesthepositivecorrelationbetweenmusicandmathtranslatetootherstudies,
suchasmusicandmedicine?Howcanweincreaseoverallstudentpersistence,throughlessonslearnedin
theteachingofmusic?

Thisdiscussionforumexploresthesynergiesbetweenthetwodisciplines,highlightingexamplesofeffective
teachingmethodsandfeedbackfromstudents.OneveteranstudentatUHMauiCollegesaid,Takingpiano
classmadeallthedifferenceintheworld.ItgotmethroughmathwhichIneededformydegree.Playingthe
pianohelpedmememorizetheoriesandformulasofcollegealgebra.Mathwasfrustrating.Musicwas
therapeutic.

AnneKu developedthepianoensembleapproachtotheteachingofsightreadingandcollaborativemusic
makingwhichwonaUHCCParttimeStudentInitiativesAward.Priortothis,shetaughtdevelopmental
math,probabilityandstatistics,andothercoursesasanadjunctlecturerwhileworkingorstudyingfulltime
inMaui,theNetherlands,andLondon.Anneholdsdegreesinmusic,operationsresearch,andengineering.
AnneisamusiclectureratUHMauiCollege.

AmirhosseinAmiraslani hasbeenteachingvariouscollegemathcoursesforabouttenyears.Amirs
backgroundisappliedmathematicsandelectricalengineering(controlsystems),withaPhDfromUniversity
ofWesternOntario.Consideringhimselfalifelonglearner,heisalwayslookingforwaystomakemath
educationmorefun,engaging,andeffective.AmirisamathematicsinstructoratUHMauiCollege.



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CDKaalaCarmack ,asaperformerwhoteaches,hassharedhisexperiencesandtraininginmusicover
thepastfourdecadesprimarilyinCaliforniaandHawaii.Hismethodsintheclassroomareaunique
combinationofhisformaltraininginVocalPedagogy,ChoralConducting,andEthnomusicologywiththe
Hawaiianmusic/culturalheritageheacquiredgrowingupinafamilyofmusiciansandeducators.Kaalais
DirectoroftheHawaiiMusicInstituteatWindwardCommunityCollege.

StephenFox hasworkedforthepastfifteenyearsasacomposerofmusicforfilmandtelevision.Currently
alecturerinpsychologyatHawaiiPacificUniversity,UHMnoa,andUHMauiCollege,Stephencontinues
hisresearchintobenefitsofartsparticipationwhilewritingatextbookonCulturalPsychology.Stephenholds
amastersdegreeinCommunityandCulturalPsychologyfromUHMnoaandadoctorateinCrossCultural
PsychologyfromVictoriaUniversityofWellingtonNewZealand.

Attendance: atleast19inaudience(fromUHMC,KapiolaniiCC,HawCC,HonCC,KauCC,
LCC)
Presenters:
Anne:Welcome,Introduction,Presentation( PDF )

Amir:(Facetimedin)
1. Bothmathandmusicaresimilarinthattheyrequirephysical,kinestheticactivityto
writeouttheequations,solveproblems,notjustareadand/orsitandthinkkindof
engagement
2. Bothmathandmusicrequirealotofpractice,repetitiontogetgood
3. SupportiveenvironmentisveryimportantMusicismoretangibleinreallife.Mathis
morehiddenandimplicit.Guidanceisimportant.
4. Growthmentalitynotthatyouhavetobegoodinmathorbetalentedtobegoodinit
butthateffortcangetyouthere.
5. Middleschoolisimportant(sortofmakeorbreakimportant)Middleschoolisatime
forphysicalandemotionalchanges.Assuch,weshouldpayextraattentiontofactslike
a. Itstimeforconceptualunderstanding
b. Studentsaregraduallybecomingmoreindependent
c. Mathbecomesmorecomplexandnontrivialatthatlevelwhichrequires
persistence
d. Thisisacriticaltimetomaketheminterestedinmathbyshowingthemhowto
relateittotheirlivesandinterests.

Stephen:Presentation:MusicandMath(PDF )References(
PDF
)

Kaala:Presentationandresponsestoquestions



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Howcanweempowerdevelopmentalmathstudentswiththeconfidencethatthey
canandwillsucceed,inthesamewaythatstudentsofmusicalperformanceare
motivated?

Theissueofperformanceasanendproductinmusichaslittleapparentcorrelationwith
performancevehiclesinmath,whichusuallycomeintheformofmidterms,finalexams,or
SATtests.Perhapsthereareasyetunexploredmethodsthatmightprovidemathstudents
withthehighsofacollectivemusicalexperienceratherthanthestressconnectedtoan
examthatscalesanindividualsunderstandingofmathprinciples.

Asanexample,whenItaughtmathtoelementarystudentsinacreativeartsenvironment,I
taughtmultiplicationbyhavingthestudentssingthetimestablesinabluesprogression.We
woulddoinwhiledoingotherprojects,suchasdrawingorpainting.Itseemedtoallowthem
toinvolvetherightsideoftheirbrainswithataskthattypicallyinvolvedtheirmoreanalyticleft
hemispherebrainactivity.Ialsohadthemwriteoutthemultiplicationtablesasanartproject,
havingthemlookfornumericpatternsandhighlightingwhattheydiscoverwithcolors.It
seemedtomakethemathmoreinterestingandseemedtomaketheinternalizationofmath
skillsamoreeffectiveeventduetotheuseofmultisensorymethods.

Theapplicationofthismodelforusintheclassroomwithcommunitycollegestudentswould
beachallenge.However,IhavefoundthatbecauseofbudgetcutbackshereintheIslands
andnationwide,manyofmystudentsatWindwardCommunityCollegeentercollegewith
preciouslittleexperienceorexposuretomusic,otherthanaspassiveconsumers.Couple
thatwiththesocietalexpectationsofpersonalitycultsandanoveremphasisontalentvswork,
studentsseemlessinclinedtoexplorethemselvesinmusicforvariousreasons:Imnotthe
musicaloneofmyfamily!IammoreworriedthatIsoundterrible,soIholdback(a
selffulfillingprophecyifthereeverwasone!)Icantsinghigh!myelementaryteacher
alwaystoldmetostandinthebackandjustmovemymouth,sinceIhadsuchahorrible
singingvoiceandcouldntcarryatune!,etc.

NodoubttherearemusicpedagogicalmethodsthatIamunawareofthatfocusmoreonthe
scienceofmusic(themath?)ratherthanlimitingthepreviewofmusictotheaffectivepowerof
theauralarts.Asweknow,thereisconsiderabledatathatshowsthatdespitethenear
universalacceptanceofmusicsaffectivepower,onecannotsaywithanycertaintythat,for
example,everyonewhohearsBeethovensMoonlightSonataandismovedbyitsbeauty
andprofunditywillbeabletostatewithassurancethatallpeoplewholistentoitwillhavea
similarreaction.Weallknowthatitdoesntworkthatway,andthankGod!

Therefore,woulditbeoverlysimplistictosaythatprovidingequalopportunitiesforstudentsto
exploremathusingtherightside/creativehemisphereoftheirbrainsmightengagethem
more,inthesamewaythatwemighthavemusicstudentsemploytheleftside/analytic


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hemispherebrainsinthelearningofmusic?Moreresearchisneededhere,sinceImpositive
thatscholarsandteachershavebeenlookingatthisdichotomyfordecades.

Howcanwemakematheducationmoreengaging?
Seeabove.

Howcaneffectiveteachingmethodsincollaborativemusicmakingtransferto
communitylearninginmathematics?

PerhapsfocussinglessonfindingTheAnswerandmoreontheprocessthatcanbeshared
withothersonthewaytotheanswermightbeaneffectivemethodofengagingmath
students.Mathunderstandingandcomputationhistoricallyseemtohappeninisolation,and
learningtoplaypiano(ofallinstruments)alsohappenslargelyinisolation.Pianistscan
spendmanyhoursaloneinapracticeroom,muchlikemathstudentswillspendhours
computingproblems.But,pianistsalsohavetoinvolvethemselvesinensembles,
accompanyingsingers,instrumentalists,orbeingpartofachambergroup.Mighttherebea
correlationinmath?Perhapsmathproblemscanbeagrouplearningproject?

Doesthepositivecorrelationbetweenmusicandmathtranslatetootherstudies,
suchasmusicandmedicine?

Illhavetothinkaboutthisone.Isupposethetherapeuticaspectofmusicmightbe
consideredmedicinal,butagainitwouldbedifficulttodoaqualitativeorquantitative
analysisofwhatmusicwouldworkforeveryperson.Thatseemstangentialtowhatthe
questionisasking.

Howcanweincreaseoverallstudentpersistence,throughlessonslearnedinthe
teachingofmusic?

Withayardstick?Justkidding,butinmyexperience,gettingstudentsengagedinhandon
mathactivitiesthatmakeitrelevanttoeverydaylifehastobethebestwaytomakeitwork.
Maybehavingmathstudentsbuildanukulelecouldbeawaytostart.Therearekitsavailable
tomakeukulele,andtheprocessofmakinganinstrumentIwouldthinkarerifewithmathand
sciencepossibilities.Ihadmystudentsmaketheirownabacusesoneyear.For45graders,
itwasamarvelousexperiencethatcombinedmath,scienceandart.Interdisciplinaryprojects
seemtobemoreeffectiveandseemsalsotostaywiththestudentsmentallyforyears.



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Pre-Conference Solicitation for Content (Anne):

Havingtaughtdevelopmentalmathfortwoyearsandpianoforthesubsequenttwoyears,I
amintriguedatthe180degreedifferenceinbeliefsandattitudesbetweenthestudents.In
math,nearlyallstudentsconfessthattheyareafraidofmath,thattheyarenogoodinit,and
thattheydidntwanttobethere.Inpiano,nearlyallstudentsrevealhowmuchtheyloveit,
believetheycandoit,andwanttobethere.

Howcanwegetmathstudentstodeveloptheattitudesandbeliefsofpianostudents?Doesit
requirerolemodels?Mediabroadcastsmoreaboutfamouspianiststhanfamous
mathematicians,forinstance.

Doesitrequiremakingmathfunandengaging?Becominggoodinmathandmusicboth
requiredisciplineandpractice.Thesearenotsubjectsyoucancramlastminute.Yetmathis
seenasworkwhereaspianoisseenasplay.

Theresageneralcollusionofattitudes,orrather,anillusionofperception.Evenstudentswho
aregoodinmathareafraidtoadmitthattheyare,amongthosethatconfesstheirweakness
inmath.

Whattips,tricks,andmethodshaveworkedforyou?Whatwordsofwisdomwouldyouliketo
shareandpasson?Haveyouhadmathstudentswhotookpianoatthesametime?

WhatInoticedaboutpianoclassisthatmystudentslearnquicklyabouttimemanagement
anddiscipline.Theybelongtoacommunityoflearnersandfeelresponsiblenottoletdown
theothermembersofthecommunitybytheirtardinessorabsence.Inteachingpianoclass
likeanensemble,Imakethemresponsiblefortheirgroup.Theylearnthateffortisdirectly
correlatedwiththeoutcome.Itsnotabouttalent.Inthissense,thestudentsadoptagrowth
mindset.

Inmath,Inoticedsomestudentseventuallyseethelightandsay,Icandoit.Iwilldoit.Im
notsurewhenthetippingpointoccurs.Butoncetheyareabletoempowerthemselves,they
areclosertopassingdevelopmentalmath.Myquestionis,howcanwegetthemtobelievein
themselvesfromdayone?Aretheremethodsinmusicperformancethatcanbetransported
toanotherdisciplinelikemath?

KimWatts,armyveteranwhoservedincombatinOperationDesertStorm,recentlyreceived
herAAinLiberalArtscourtesyoftheVeteransAdministration.Takingpianoclassmadeall
thedifferenceintheworld.ItgotmethroughmathwhichIneededformydegree.Playingthe
pianohelpedmememorizetheoriesandformulasofcollegealgebra.Mathwasfrustrating.
Musicwastherapeutic.Shehighlyencouragesotherveteranstotakepianoclasswhich
couldpotentiallyhelpthemwiththeirmentalstateorotherclasses.


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Butitsnotalwaysaboutattitudes.Mathandmusicareintimatelyrelatedandhighly
correlated.Inteachingmusictheory,Ishowhowmusicislogicalandmathematical.Its
formulaic.Studentslearntoappreciatetherelationshipsthatcanbeexplainedbymath.

ThissessionattheHSIisaimedatgettingthisdiscussionstarted.Sowecangetteaching
professionalsinbothdisciplinestomeetandenquire.

Pleasefeelfreetoaddlinkstorelevantarticlesonthissubjectbelow.Thisisaverysuperficial
andquicklistfromgooglingmathandmusic.Iamsuretherearemorerelevantarticlesin
theacademicjournals.

Pleasealsoprovideashortbutrelevantbiography(afewsentences)foroursubmissionto
haveadiscussionsessionintheHSI.



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Referencearticlesfrommeregoogling:toorganizeintomath&
musicjustmusicmusic&medicinemusic&motivationetcto
addadditionalpeerreviewedarticlesinestablishedjournalsand
associations
UsingMusictoTeachMathematicsGrantsforGradesPreK2Teachers

RhythmandMusicHelpMathStudents
,March272012

CanMusicReallyAidMathLearning?
May29,2012

Musichelpschildrenlearnmaths
,March22,2012

HowDoesIntegratingMusicandMovementinaKindergartenClassroomEffect
StudentAchievementinMath

MathWhizzesDoExcelAtMusic,butIsLinkMerelyaCoincidence?
June17,2014

Theinterestingconnectionbetweenmathandmusic
,April7,2009

Music,Math,andPatterns

Musicandmathematics:therearemanyconnections

Themagicalmathematicsofmusic

StevensElementaryteachergivesSTEMsubjectsamusicalremixSpokesman
Mobile
,Dec.4,2014

TheImpactofMusiconMathematicsAchievement

TheInternationalJournalforMathematicsTeachingandLearning

ElementaryTeachersIntegrateMusicActivitiesintoRegularMathematicsLessons:
EffectsonStudentsMathematicalAbilities
,JournalforLearningthroughtheArts

Teacherusesmusictomakemathfun,cool

Theinterplaybetweenmathandmusic
added12152014

Essaysonmathandmusic
added12152014

Mathematicsandmusic
176pageebook
byDavidWrightadded12152014

TheMathematicsofmusic
added12152014

Ted.comvideomusicandmaththegeniusofBeethoven
added12152014


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MathandMusic:aninseparablelearningduo,
HuffingtonPostadded12152014

Pythagorasmusicandmath(video)
added12152014

Mathematicsandmusic
added12152014

Ebb&FlowArtsScalingHaleakala
added172015

Onmathematicseducationandmusiceducation
added172015

ThepowerofmusicInstituteofEducation
added1262015

ThepowerofmusicfulltextinPDF

EqualitiesImpactAssessmentfortheintroductionofTheImportanceofMusic,a
NationalPlanforMusicEducation(Autumn2011)

Powerofmusic

Powerofmusicpresentationslides

musicandageing

Musicandchildren

Thepowerofmusicinchilddevelopment

SusanHallam'spresentationonlearningandmotivation

interviewwithSusanHallam
(youtube)

Theneuroscienceofmusicandmotivation

Improvisationseesectiononmusictherapy

StephenFox'sthesis

Howmusicmakesusfeelbetter
,TheNewYorker

Musictherapyforoursoldiers
,PsychologyToday

Articlesandresourcesonmusictherapy

Amusicalgift

Specialeducation:musictherapyresearch

Howtomakealivinginthemodernmusicbusiness


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Howmusicaffectus

Musictherapyandpainmanagement

Thehealingpowerofmusic
,ScientificAmerican(needaccess)

Everyonecangainfrommakingmusic
,ScientificAmerican(needaccess)

Thebiologicalbenefitsofamusiceducation
,NAMMarticle

Whylearntoplaymusic?
advocacybrochureNAMM

Practicaladvocacyguides
NAMM

Playingmusic(TEDvideo)

Fireworksinyourbrainhowplayinganinstrument
TEDTALK

Ismusickeytosuccess?
NYTimes,Oct2013

Musicmakesyouabetterreader
,Feb2015

Howmusicresolvesourdeepestinnerconflicts
,March2015

Thebeautifulmathbehindtheugliestmusic
TED

Music,language,andperfectpitchlistentothepodcastfromRadiolab

Whenmemorymissesabeat,musiccanofferdementiapatientsnewmeaning
PBS,
February23,2015

FORTHELOVEOFMATH:

SixthingsyouneedtoknowaboutSTEM

Themostcontroversialmathproblems(funfacts!)

What'slostashandwritingfades(alsotodowiththekinestheticorphysicalactivityof
writing,solvingequations,etc)

Equationsthatchangedtheworld



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Onlearning:
CATS:AToolforIdentifyingtheCognitiveAffordancesofLearningTechnologies

onpeerlearningandBloomsTaxonomy: