Lyrical numbers

Research shows that when children spend time playing or listening to music, the cortex, which is responsible for highter thought and development is stimulated.  Children practicing a musical instrument are better disciplined and pay attention to detail.  These are valuable skills needed when learning math concepts.

Prue Whoo submitted on the website, Songs for Teaching, repeats that Plato said about music, "is a more potent instrument than any other for education". 

For the young child, listening to music and expressing themselves through dance or sway to the beat is a good beginning.  This lyrical learning encourages them to move differently to varying sounds or rhythms and motivates the brain to categorize sounds and recognize patterns within the art of music.

Read a rhyming story and allow children to clap out the beats after the first read.  This another strategy for the brain to think in a linear mathematical way.

Borrow stick or small instruments for the students to shake or tap in rhythm when listening to music at their own pace.  Finding the rhythm and keeping the beat is the first connection between music and math.  Discovering this connection will build confidence.  An older primary student hopefully will get the opportunity to learn to formally play an instrument either at school or at home.

Clap Rhythms
By later first and second grade this lyrical math activity will integrate music with math principles such as counting, fractions, parts of a clock and is a great mix for other styles of learning such as act out learning.
 Instructions:

Get 3 pieces of different color construction paper.
1st piece (brown) is a whole note - demonstrate with a clap
2nd piece (purple) is cut in half - demonstrate with faster 2 claps
3rd piece (red) is cut( first folded ) in four pieces - demonstrate with 4 very fast claps

Students already know how to clap their hands.  They clap for others for jobs well done.  Teachers may clap for attention.  Begin by modeling clapping for and with the students in a simple pattern. of 4 equal and fast beats.  Have the students repeat.  Do again. With the help of a familiar song have them vary the beat to (e.g. 2 (half) purple, and 2 (whole) brown beats) to match the music they are hearing.  The next goal is to enjoy and explore rhythm for its own sake.  Eventually you'll want to pose the question, "What is the difference between clapping the half notes ( faster clapping) and clapping the whole notes (steady beats).?  Can you see the relationship of the fast beats to the slower beats?  One whole note = 2 half notes.  This can be illustrated with the papers aligned on the board with the whole note on top.  The colors help imprint or clue the beats and can be called out. 

If the students say the colors as they tap or clap, it will aid them to keep the rhythm steady.  With practice, this lyrical activity will reveal that clapping 2 reds ( quarter notes ) equals the time for clapping one purple  (half note ).  Help the students see that the reds must be clapped twice as fast as the purple.  Also, 2 purple papers make 1 brown paper.  Demonstrate the beats for them.  Allow them to practice with partners and talk about how many beats make a whole beat. 

Experiment


In small groups or partners, allow students to move rhythm our of their own minds to others understanding.  One group can teach the other members of the class.  This can be a lyrical learning experience that continues to build for a class project, or take it out for school performances.

Math Integration

Although the math mind has been integrated in this activity, there are math principles that can be integrated with this activity.  As you stack the paper sections with the whole note on top, the two halves, under and the four fourths next, you are teaching fractions.  This can also be modeled on a number line.  Understanding time and the clock with half and quarter hours are also being taught at this time.  Here is also another extension.

some resources from SEDL.org

I have used Cd's for teaching Number Sense principles lyrically for many years.  These songs have catchy beats, different voice tones, variety of music styles that intrigue the listeners.  This is usually done at the end of the period for the last five minutes.  We usually write in the air to describe what we are learning.  The songs are learned very quickly and begged to be played again repeatedly.  There is knowledge in this way of learning and it imprints during the musical experience. 

Free Teaching Music Downloads with Graphics on Mathwire.com/music/music/html