 Program Flyer:
Musical Math
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Mike Dee
mdee@msmnyc.edu
120 Claremont Avenue
New York, NY 10027
9174934514
This program has not yet been evaluated.
Mathematics, Performing Arts Music Performance
Fractions are all around us, especially in music! Teaching artist Amir Khosrowpour reveals the mathematical secrets behind music, with interactive, audio-visual activities and fun mathematical models. Using these math exercises, students create music together on the spot. The program teaches fraction equivalence and reinforces quantitative reasoning, in a brand new way!
A Manhattan School of Music teaching artist will lead an interactive presentation featuring:
- several full-class activities
- small-group activity
- summary discussion
Participants will:
- apply their understanding of fractions as proportions to musical note values and musical composition
- collaboratively develop a musical composition using fractions
- explore the tools and methods that composers use to create music
- listen to live piano performances
- apply knowledge of fractions to popular music
Common Core - MATH
Grade 4
CCSS.Math.Content.4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS.Math.Content.4.NF.B.3a - Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.Content.4.NF.B.3c - Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Grade 5
CCSS.Math.Content.5.NF.A.1 - Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Core Standard: Create
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
(MU:Cr1.1.4-5) a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural ). B. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
Anchor Standard #2. Organize and develop artistic ideas and work.
(MU:Cr2.1.4-5) a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
Core Standard: Performing, Presenting, Producing
Anchor Standard #4
(MU:Pr4.2.4-5) a. Demonstrate understanding of the structure and the elements of music (such as rhythm , pitch , and form ) in music selected for performance. b. When analyzing selected music, read and perform using iconic and/or standard notation. c. Explain how context (such as social and cultural) informs a performance
Core Standard: Responding
Anchor Standard #7. Perceive and analyze artistic work.
(MU:Re7.2.4) a. Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural ).
(MU:Re7.2.5) a. Demonstrate and explain, citing evidence , how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical ).
Anchor Standard #9. Apply criteria to evaluate artistic work.
(MU:Re9.1.3-4) a. Evaluate musical works and performances, applying established
criteria , and describe appropriateness to the context .
(MU:Re9.1.5) a. Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.
Core Standard: Connecting
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
(MU:Cn11.0.4-5) a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
New York Standards - MUSIC
Grade 4
Standard 1: Creating, Performing, and Participating in the Art
Performance Indicator 1e - Identify and use, in individual and group experiences, some of the roles, processes and actions used in performing and composing music of their own and others.
Standard 2: Knowing and Using Arts Materials and Resources
Performance Indicator 1f - Discuss ways that music is used by various members of the community.
Grade 5
Standard 2: Knowing and Using Arts Materials and Resources
Performance Indicator 2b - Use school and community resources to develop information on music and musicians.
Standard 3: Responding to and Analyzing Works of Art
Performance Indicator 3b - Use appropriate terms to reflect a working knowledge of the musical elements.
45 minutes or one regular class period
Point to Point: $250.00
By Request: $250.00
For multipoint connections, a $40 fee is charged for each additional endpoint.
Cancellation Policy
Cancellations must be made at least two (2) business days prior to videoconference session. Failure to do so will result in a cancellation fee equivalent to the program fee.
Weather Policy
In the event of severe, inclement weather preventing a scheduled videoconference session from occurring, Manhattan School of Music and partner will reschedule the conference in a timely manner so that the educational collaboration may continue. Manhattan School of Music and partner agree to notify one another should there be a forecast for severe, inclement weather at their respective location. Please contact Mike Dee at mdee@msmnyc.edu immediately to coordinate appropriate action.
Technical Troubleshooting Policy
In the event of technical malfunctions or disruptions that arise before or during a scheduled videoconference session due to network carrier(s) services or videoconferencing technologies on the Manhattan School of Music or partner premises, Manhattan School of Music and partner technical support services will make every effort to remedy these issues in a timely, cooperative, and efficient manner so that the scheduled conferences may proceed as scheduled. If it is determined that the session cannot proceed, Manhattan School of Music and partner agree to reschedule the conference in a timely manner so that the educational collaboration may continue.
Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
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For additional assistance, phone 502-409-9777.
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