Music & Dance
Overview
Connecting information to music and dance can support Short-term and Long-term Memory by engaging auditory processes, Emotions, and physical activity. When students create their own songs and corresponding dance moves, they are using creative cognitive processes that encourage them to reflect on how to represent what they are learning.
Example: Use This Strategy in the Classroom
Watch how these students incorporate music and dance to build Geometric Reasoning. The students also talk about how these activities are engaging and deepen their understanding of math concepts.
Design It into Your Product
Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.
See how Flocabulary uses rap to make area and perimeter easier to understand. Students can watch Flocabulary videos and also write and perform their own academic raps, practicing key math skills and taking ownership for their learning.
References Music & Dance
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286.
An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary teachers integrate music activities into regular mathematics lessons: Effects on students' mathematical abilities. Journal for Learning through the Arts, 9(1), 1-19.
An, S. A., Tillman, D. A., Boren, R., & Wang, J. (2014). Fostering elementary students' mathematics disposition through music-mathematics integrated lessons. International Journal for Mathematics Teaching & Learning, 4(2), 1-19.
Courey, S., Balogh, E., Siker, R., & Paik, J. (2012). Academic music: Music instruction to engage third-grade students in learning basic fraction concepts. Educational Studies in Mathematics, 81(2), 251-278.
De Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. USA: Cambridge University Press.
Edelson, R. J., & Johnson, G. (2003). Music makes math meaningful. Childhood Education, 80(2), 65-70.
Fitzpatrick, K. R. (2012). Cultural diversity and the formation of identity: Our role as music teachers. Music Educators Journal, 98(4), 53-59.
Gadanidis, G. (2009). I heard this great math story the other day!. Education Canada, 49(5), 44-46.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Jensen, E. (2005). Teaching with the brain in mind, 2nd edition. Alexandria, VA: ASCD.
Jones, S., & Pearson, D. (2013). Music: Highly engaged students connect music to math. General Music Today, 27(1), 18-23.
Lovemore, T. S., Robertson, S., & Graven M. (2021). Enriching the teaching of fractions through integrating mathematics and music. South African Journal of Childhood Education, 11(1).
Opprezzo, M., & Schwartz, D.L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. The Journal of Experimental Psychology, 40(4), 1142-1152.
Vist, T. (2011). Music experience in early childhood: Potential for emotion knowledge?. International Journal of Early Childhood, 43(3), 277-290.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Multisensory Supports Strategies
Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture or point to the displays to extend their expressive language potential.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Providing physical and virtual representations of numbers and math concepts helps activate mental processes.
Research shows physical activity improves focus and creativity.
Incorporating multiple senses with strategies like chewing gum, using a fidget, and sitting on a ball chair supports focus and Attention.
Using earplugs or headphones can increase focus and comfort.
Transforming written text into audio activates different parts of the brain to support learning.
Tossing a ball, beanbag, dice, or other small object activates physical focus in support of mental focus.
Visual supports, like text magnification, colored overlays, and guided reading strip, help students focus and properly track as they read.
