Musical Math

Booking Information

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

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 David Marsh at dmarsh@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.

About This Provider

New York, NY
United States

Manhattan School of Music

Manhattan School of Music is a preeminent international conservatory of music granting Bachelor of Music, Master of Music, and Doctor of Musical Arts degrees. Established in 1918 by pianist and philanthropist Janet Daniels Schenck, the School is dedicated to the personal, artistic, and intellectual development of each of its students, who range in age from the precollege through the postgraduate level. Offering both classical and jazz training, the School instructs students in performance and composition and provides a broad-based education in music theory, history, and humanities. Students come from all over the world, drawn by a rigorous program that reflects the highest standards of musical heritage, and by the faculty, which includes some of the world’s best-known artists. Much of the school’s strength derives from its home in cosmopolitan New York City, and the School contributes to the city’s musical life through an active program of community outreach and with its own program of concerts and performances. These are regularly recognized nationally and internationally as some of the finest events in New York’s musical calendar. Manhattan School of Music’s alumni are active in every aspect of contemporary musical life, and many are among the most distinguished artists performing in concert halls, opera houses and on jazz stages throughout the world today.

Distance Learning

In 1996, under the pioneering influence of Maestro Pinchas Zukerman and President Marta Istomin, Manhattan School of Music instituted a groundbreaking distance learning program — the first of its kind at a major conservatory — devoted to exploring the use of state-of-the-art videoconference technology for music education and performance. Since its inception, the program has connected students, educators, and distinguished artists around the globe for teaching and learning exchanges and currently reaches over 1,700 students each year from Albuquerque to New Zealand.

Through the development and creative use of broadband videoconferencing and related instructional technologies, Manhattan School of Music Distance Learning provides access to artistic and academic resources that enhance students’ education in musical performance while heightening the global community’s awareness of and participation in the musical arts.

Specifically, the program provides interactive videoconference master classes, private lessons, clinics, workshops, coachings, sectionals, colloquia, educational and community outreach, telementoring, professional development, and humanities exchanges to institutions of higher education, K–12 schools, and performing and community organizations around the world. New program areas currently under development include remote auditioning and recruitment via videoconferencing.

K-12 Programs

With over a decade of experience in the field of distance learning and as the first conservatory in the nation to utilize videoconferencing for K-12 music education, Manhattan School of Music has adopted the key elements of presenting successful music education programs via videoconference. In addition to giving students access to world-class musicians and stimulating artistic perspectives, Manhattan School of Music ensures that the quality of videoconference transmissions are of the highest technical standards possible.

Through the Music Bridges and Virtual Music Studio programs, Manhattan School of Music offers a wide variety of standards-based music and music-related presentations to public and private schools throughout the country. The New York State Learning Standards for the Arts are incorporated in program design, content, and assessment, as well as links to core subjects such as social studies and history.

Music Bridges is a selection of music programs that feature distinguished Manhattan School of Music artist-faculty teaching elementary, middle, and high schools students. These interactive videoconference programs are designed to engage students in areas ranging from musical performance, to instrumental and vocal coachings, to developing an understanding of the building blocks of music.

Virtual Music Studio features a variety of videoconference programs developed and presented by a roster of distinguished Manhattan School of Music young artist alumni. These teaching artists -instrumentalists and vocalists who have attained a high level of professional proficiency at their musical craft - are up-and-coming educators who also serve as role models and mentors to students within the context of the dual learning process. Each program includes pre-videoconference teaching materials, one class period–length videoconference presentation, and a post-videoconference development guide.

All of the above programs are fully on-demand. Presentations are scheduled to accommodate the timetable of the requesting school, and can even be modified to better fit certain grade levels, age groups, curriculum needs, or requirements. Please read on for testimonials from past participants on how Manhattan School of Music’s interactive videoconference music education programs have benefited their students.

NOTE: If you reside in Australia or New Zealand and would like to receive MSM content via videoconference, please contact the ANU School of Music at schoolofmusicvc@anu.edu.au.

Program Details

Format

A Manhattan School of Music teaching artist will lead an interactive presentation featuring:
- several full-class activities
- small-group activity
- summary discussion

Objectives

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

Standards Alignment

National Standards

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.

State Standards

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.