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

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Presentation on theme: "Correlating Music Education Standards with STEM Jordi Vilanova and Dr. Patrick Herak Westerville North High School."— Presentation transcript:

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 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)

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

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 * sec = 42.5 m

16 Dynamics How do dynamics (pp, p, mp, mf, f, ff) relate to science?

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18 Dynamics (Science v. Artistry) What makes good dynamics? (Let’s make a rubric) Are your requirements different for individuals vs. ensembles?

19 Balance (Science or Artistry?)

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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)http://soinc.org/sounds_of_music_c Drumbone PVC-lophone Elementary School Percussion Strings Wind

25 STEM – Design an Instrument

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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 = Fair = Good = Very Good = Outstanding

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34 Scoring RVW AVGSTDEV Pitch/correct notes Rhythmic accuracy and clarity Use and control of Tempi Dynamic Range Precision Tuning/Intonation Sound Quality Balance Soloists Artistic expression/musicality TOTAL w/RUBRIC TOTAL w/NO RUBRIC

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


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